Centering Teacher Expertise, Needs, and Wellbeing in In-Service Teacher Education

A Post/Covid-19 Study

Bibliographic Data

ID22045705
AuthorsAstri Napitupulu (0000-0002-7415-6660, University of Missouri–St. Louis, corresponding author), Jasmin Easterling (University of Missouri–St. Louis), Leslie Hamm (University of Missouri–St. Louis), Shea N Kerkhoff (0000-0003-0052-4923, University of Missouri–St. Louis, corresponding author), Diana Hammond (University of Missouri–St. Louis), Tracy Brosch (University of Missouri–St. Louis), Nancy Robb Singer (University of Missouri–St. Louis), Katherine A O’Daniels (Department of Educator Preparation and Leadership, University of Missouri-St. Louis, St. Louis, MO 63122, USA), Katherine O’Daniels (University of Missouri–St. Louis)
Year2023
Volume13
Issue7
Pages753
Publication date2023-07-21
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13070753
OpenAlexW4385219361
LanguageEN
References cited50

This paper shares findings of a qualitative study on professional learning with in-service teachers during COVID-19. From 2020–2023, the authors facilitated comprehensive literacy professional learning with in-service teachers from 40 schools in the Midwest U.S. Our work aimed to center teachers as experts and be responsive to teachers’ social, emotional, and professional needs. Drawing on framework for adaptability, we analyzed formative assessments, interview transcripts, and written reflections to understand teachers’ perspectives on professional learning and their praxis during COVID-19. Data revealed that participants perceived an increased need for professional learning on differentiation and focus on growth and joy. Against the backdrop of a neoliberal fixation on teacher accountability that increases stress among teachers on top of a traumatic global pandemic, we attempted to center teachers as experts and attend to teachers’ socioemotional needs by offering flexible pathways with online options and offering in-person sessions for cultivating community. Future research on teacher education for in-service teachers can provide greater insight into teacher perceptions of their professional learning needs post/COVID-19, as well as how we center teachers as knowledgeable professionals in order to challenge hierarchical power structures and deficit discourses in ways that promote their professional, social, and emotional wellbeing

Accountability · Faculty Development · Formative assessment · Medical education · Pedagogy · Political science · Professional development · Professional learning community · Service-learning · Socioemotional selectivity theory · Teacher education · Education Discipline and Inequality · Medicine · Psychology · Teacher Education and Leadership Studies · Youth Development and Social Support

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