Cultivating Teachers When the School Doors Are Shut: Two Teacher-Educators Reflect on Supervision, Instruction, Change and Opportunity During the Covid-19 Pandemic
Seven weeks into our Spring 2020 semester, the Covid-19 pandemic was wreaking havoc on the world. The pandemic caused immediate shutdowns to schools and universities fundamentally changing how we plan for, teach, guide, and work with students. This paper explores how two first-year Assistant Profess...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2020-11-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2020.582561/full |
| _version_ | 1818843717330534400 |
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| author | Crystal C. Loose Michael G. Ryan |
| author_facet | Crystal C. Loose Michael G. Ryan |
| author_sort | Crystal C. Loose |
| collection | DOAJ |
| description | Seven weeks into our Spring 2020 semester, the Covid-19 pandemic was wreaking havoc on the world. The pandemic caused immediate shutdowns to schools and universities fundamentally changing how we plan for, teach, guide, and work with students. This paper explores how two first-year Assistant Professors navigated the challenges we faced and the learning opportunities we embraced while continuing our work as teacher educators amid a pandemic-induced shutdown. We employed collective self-study to examine our experiences while transitioning to remote learning with pre-service teachers using Moore’s (2012, 1993, 1989) transactional distance theory as an analytical framework to review our work as teachers in an online setting. We found that educators need to be open to continuous enhancements of instructional practices, there is a need to develop ways to equalize positions between the instructor and students, and we need to be conscious of opportunities students have to demonstrate creativity in their work. As part of this review, we developed and used a Four R’s Professional Inquiry Model (Recognition, Reflection, Reaction, Results) based on Moore’s work to help make meaning of our findings and recommendations for other practitioners. |
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| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-12-19T05:02:18Z |
| publishDate | 2020-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-f36d5715934e4f8ca172c708ff62f7f82022-12-21T20:35:02ZengFrontiers Media S.A.Frontiers in Education2504-284X2020-11-01510.3389/feduc.2020.582561582561Cultivating Teachers When the School Doors Are Shut: Two Teacher-Educators Reflect on Supervision, Instruction, Change and Opportunity During the Covid-19 PandemicCrystal C. LooseMichael G. RyanSeven weeks into our Spring 2020 semester, the Covid-19 pandemic was wreaking havoc on the world. The pandemic caused immediate shutdowns to schools and universities fundamentally changing how we plan for, teach, guide, and work with students. This paper explores how two first-year Assistant Professors navigated the challenges we faced and the learning opportunities we embraced while continuing our work as teacher educators amid a pandemic-induced shutdown. We employed collective self-study to examine our experiences while transitioning to remote learning with pre-service teachers using Moore’s (2012, 1993, 1989) transactional distance theory as an analytical framework to review our work as teachers in an online setting. We found that educators need to be open to continuous enhancements of instructional practices, there is a need to develop ways to equalize positions between the instructor and students, and we need to be conscious of opportunities students have to demonstrate creativity in their work. As part of this review, we developed and used a Four R’s Professional Inquiry Model (Recognition, Reflection, Reaction, Results) based on Moore’s work to help make meaning of our findings and recommendations for other practitioners.https://www.frontiersin.org/articles/10.3389/feduc.2020.582561/fullCovid-19 pandemictheory of transactional distanceonline teachingonline student teachingcollective self studyteacher education |
| spellingShingle | Crystal C. Loose Michael G. Ryan Cultivating Teachers When the School Doors Are Shut: Two Teacher-Educators Reflect on Supervision, Instruction, Change and Opportunity During the Covid-19 Pandemic Frontiers in Education Covid-19 pandemic theory of transactional distance online teaching online student teaching collective self study teacher education |
| title | Cultivating Teachers When the School Doors Are Shut: Two Teacher-Educators Reflect on Supervision, Instruction, Change and Opportunity During the Covid-19 Pandemic |
| title_full | Cultivating Teachers When the School Doors Are Shut: Two Teacher-Educators Reflect on Supervision, Instruction, Change and Opportunity During the Covid-19 Pandemic |
| title_fullStr | Cultivating Teachers When the School Doors Are Shut: Two Teacher-Educators Reflect on Supervision, Instruction, Change and Opportunity During the Covid-19 Pandemic |
| title_full_unstemmed | Cultivating Teachers When the School Doors Are Shut: Two Teacher-Educators Reflect on Supervision, Instruction, Change and Opportunity During the Covid-19 Pandemic |
| title_short | Cultivating Teachers When the School Doors Are Shut: Two Teacher-Educators Reflect on Supervision, Instruction, Change and Opportunity During the Covid-19 Pandemic |
| title_sort | cultivating teachers when the school doors are shut two teacher educators reflect on supervision instruction change and opportunity during the covid 19 pandemic |
| topic | Covid-19 pandemic theory of transactional distance online teaching online student teaching collective self study teacher education |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2020.582561/full |
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