Portrait of the Teacher Educator as a Weary Pedagogue: Narrating Our Way to a Post-Pandemic Vision of Educator Preparation
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| Title: | Portrait of the Teacher Educator as a Weary Pedagogue: Narrating Our Way to a Post-Pandemic Vision of Educator Preparation |
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| Language: | English |
| Authors: | Zenkov, Kristien, Helmsing, Mark, Parker, Audra K., Glaser, Holly, Bean, Mandy |
| Source: | Teacher Educators' Journal. Spr 2021 14:106-125. |
| Availability: | Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Teacher Educators, Teacher Education Programs, Elementary Secondary Education, COVID-19, Pandemics, Educational Change, Online Courses, Web Based Instruction, Distance Education, Personality Traits, Professional Identity, Reflective Teaching, Flipped Classroom, Synchronous Communication, Personal Narratives |
| Geographic Terms: | Virginia |
| Abstract: | In mid-March 2020, the spread of COVID-19 prompted colleges and universities to pivot to online instruction, resulting in myriad unanticipated challenges. As teacher educators working in distinct capacities across the Elementary and Secondary Education programs at George Mason University, we gathered to make sense of this shift and have engaged in a collaborative inquiry over the past seven months, with conversations focused on three main topics: how the pandemic confronted our philosophies of teacher education, how our teaching responded to external factors, and how we attempted to understand these new demands of teacher education. To examine what we most valued in our work, we used a "portraiture" methodology to construct self-narratives framed around these topics. Our portraits revealed that, despite facing a deep professional intensification, there were positive outcomes of this evolution from face-to-face to online teacher education. These insights suggest implications not just for a temporary distanced instructional mode, but for reimagining teacher education in the future. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1296521 |
| Database: | ERIC |
| Abstract: | In mid-March 2020, the spread of COVID-19 prompted colleges and universities to pivot to online instruction, resulting in myriad unanticipated challenges. As teacher educators working in distinct capacities across the Elementary and Secondary Education programs at George Mason University, we gathered to make sense of this shift and have engaged in a collaborative inquiry over the past seven months, with conversations focused on three main topics: how the pandemic confronted our philosophies of teacher education, how our teaching responded to external factors, and how we attempted to understand these new demands of teacher education. To examine what we most valued in our work, we used a "portraiture" methodology to construct self-narratives framed around these topics. Our portraits revealed that, despite facing a deep professional intensification, there were positive outcomes of this evolution from face-to-face to online teacher education. These insights suggest implications not just for a temporary distanced instructional mode, but for reimagining teacher education in the future. |
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