Brave Spaces and Next Practices: Reimagining the Preparation of Art Educators

Hafeli, Mary

doi:10.1080/00043125.2022.2006025

Cited by 2 publications

(4 citation statements)

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“…If we are going to design any type of work and learning to be done asynchronously, then we must examine the creation of safe space for educators to acknowledge the need for change through an equitable and antiracist lens (Hafeli, 2022). Asynchronous spaces can be considered safe spaces for work and learning.…”

Section: Asynchronousmentioning

confidence: 99%

“…So much has changed within the world of education since the pandemic. Social justice issues cannot be unseen (Hafeli, 2022). Mary Hafeli creates a space online for educators are invited to write papers to write concerns they have as educators about how such issues of access to antiparasitic practices impact art educators (Hafeli, 2022).…”

Section: Asynchronousmentioning

confidence: 99%

“…Her design was found to be a success. Writings that talk of struggles and positionalities in a safe space with anonymous voices to be heard and used as valid data (Hafeli, 2022).…”

Section: Asynchronousmentioning

confidence: 99%

“…Such environments, as participants noted, facilitated a cathartic effect, highlighting the value of well-constructed virtual spaces in promoting sustained engagement and support. By integrating the concept of well-designed asynchronous learning, as suggested by Scott & Huffling (2022), and adopting an equitable and antiracist lens in designing these spaces, as proposed by Hafeli (2022), this research calls for innovative approaches to virtual learning and mentorship. The goal is to foster environments where educators can support each other through storytelling and shared experiences, ultimately creating a flexible, inclusive, and supportive learning community for all educators.…”

Section: Meaningful Engagement Depends On the Design And Facilitation...mentioning

confidence: 99%

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Let's talk about it: supporting novice teachers through virtual conversation spaces

Zimon

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The purpose of this Action Research study was to examine, understand, strengthen, and improve how virtual platforms can be used to support the challenges novice teachers face. This document will outline the study's objective for collecting data within the initial stages of this action research study. By fostering deeper relationships between mentors and mentees, we can create a culture of care and concern that supports well-being, promotes learning, and serves as a model for future educators (Lasater et al., 2021). Cycle 1 of the study explores the capabilities of digital platforms to enhance the supervision and mentorship of student teachers beyond conventional in-person methods. This phase engaged ten alumni student teachers and their supervisors in assessing the effectiveness and enrichment potential of virtual support. Cycle 2 expands on this by creating a virtual space for novice educators to share experiences and challenges, facilitated by veteran teachers, thereby removing geographical barriers and fostering a community of mutual support and professional growth. The study employs a comprehensive methodology across both cycles, involving surveys, Zoom session analyses, semi-structured interviews, and a research journal to capture a broad spectrum of experiences and insights. This approach aims to evaluate the impact of virtual conversation spaces on educators' professional well-being and to inspire future research in digital mentorship. Key findings suggest a pivotal role for virtual platforms in revolutionizing mentorship and professional development, highlighting the need for further training in technological tools and the potential of virtual spaces to globalize support for novice teachers. This paper underscores the evolving digital landscape's capacity to facilitate meaningful mentorship and support, contributing to a nurturing and inclusive educational environment.

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Section: Asynchronousmentioning

confidence: 99%

Section: Asynchronousmentioning

confidence: 99%

“…Her design was found to be a success. Writings that talk of struggles and positionalities in a safe space with anonymous voices to be heard and used as valid data (Hafeli, 2022).…”

Section: Asynchronousmentioning

confidence: 99%

Section: Meaningful Engagement Depends On the Design And Facilitation...mentioning

confidence: 99%

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Let's talk about it: supporting novice teachers through virtual conversation spaces

Zimon

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Asset-Based Computational Thinking in Early Childhood Classrooms: Centering Students’ Expertise in a Community of Learners

Assaf,

Justice

2024

Early Childhood Educ J

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Brave Spaces and Next Practices: Reimagining the Preparation of Art Educators

Cited by 2 publications

References 0 publications

Let's talk about it: supporting novice teachers through virtual conversation spaces

Let's talk about it: supporting novice teachers through virtual conversation spaces

Asset-Based Computational Thinking in Early Childhood Classrooms: Centering Students’ Expertise in a Community of Learners

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