Professional Development Through Critical Conversation and Testimonio at Simón Bolívar Elementary

Hesse, Caroline; Serna, Jillian La; Zoeller, Emily

doi:10.4324/9781003240594-26

Cited by 1 publication

(1 citation statement)

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“…We can also resist and act by bringing a Freirean [78] definition of praxis as critical reflection on action to our PL in ways that also encourage educators to bring critical reflection on action to their classrooms. This is especially important in the current times that discourage critical reflection [79,80]. Our ability to incorporate PL opportunities and communities that are intentionally reflective and supportive of teacher agency will determine how effective we are in our learning community at large.…”

Section: Discussionmentioning

confidence: 99%

Centering Teacher Expertise, Needs, and Wellbeing in In-Service Teacher Education: A Post/COVID-19 Study

Napitupulu,

Easterling,

Hamm

et al. 2023

Education Sciences

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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.

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Section: Discussionmentioning

confidence: 99%