Pub Date : 2022-12-12DOI: 10.14507/cie.vol23iss3.2053
A. Leonard, R. Woodland
Teacher collaboration and social-emotional learning (SEL) are extant school improvement strategies intended to have a positive effect on student learning outcomes. The purpose of this quantitative, ex post facto study was to examine possible correlations between degree of teacher collaboration and use of instructional practices that support student SEL among lower secondary teachers (grades 7-9) in the United States (Leonard, 2021). Correlational analyses were conducted using a secondary dataset of the 2018 Teaching and Learning International Survey (TALIS) sponsored by the Office of Economic Cooperation and Development (OECD, 2018). Results showed strong, statistically significant relationships between frequency of teacher engagement in higher-intensity “student-facing” collaborative actions such as peer observation, and the enactment of instructional approaches that contribute to student SEL, such as helping students believe they can do well in school and having them work in groups to come up with a joint solution to a problem. Implications for research and for the advancement of teacher collaboration and SEL in P12 schools are discussed.
{"title":"Teacher Collaboration and Instruction for Social-Emotional Learning: A Correlational Study","authors":"A. Leonard, R. Woodland","doi":"10.14507/cie.vol23iss3.2053","DOIUrl":"https://doi.org/10.14507/cie.vol23iss3.2053","url":null,"abstract":"Teacher collaboration and social-emotional learning (SEL) are extant school improvement strategies intended to have a positive effect on student learning outcomes. The purpose of this quantitative, ex post facto study was to examine possible correlations between degree of teacher collaboration and use of instructional practices that support student SEL among lower secondary teachers (grades 7-9) in the United States (Leonard, 2021). Correlational analyses were conducted using a secondary dataset of the 2018 Teaching and Learning International Survey (TALIS) sponsored by the Office of Economic Cooperation and Development (OECD, 2018). Results showed strong, statistically significant relationships between frequency of teacher engagement in higher-intensity “student-facing” collaborative actions such as peer observation, and the enactment of instructional approaches that contribute to student SEL, such as helping students believe they can do well in school and having them work in groups to come up with a joint solution to a problem. Implications for research and for the advancement of teacher collaboration and SEL in P12 schools are discussed.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44258601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.14507/cie.vol23.iss3.2057
Stacy Bailey
If the recent turbulent times have shown educators anything, it is that we need to be prepared to address our own and our students’ social and emotional needs. However, moments of tension are not the time to start. Rather, students need to be prepared to engage in meaningful ways with skills and competencies. To achieve this state of readiness, teachers can use self-regulation strategies such as the one I call “CHILL.” CHILL is an easy-to-implement five-step process designed to reduce tension in moments of crisis and create the conditions whereby students are prepared to reengage with instruction, both with the teacher and with the class. C is for Calm down, H is for Hear yourself breathe, I is for Investigate your condition, L is for Let yourself know what you need, and the second L is for Let others know what you need. Based on the unique developmental aspects of the adolescent brains, CHILL is designed to support both pre- and in-service teachers as they seek to negotiate tense classroom situations and build skills in self-regulation and resiliency. Importantly, CHILL is a strategy for de-escalation that supports students and teachers in the face of student behavioral challenges.
{"title":"Teacher-Preparation Programs and Trauma-Informed Teaching Practices: Getting Students to CHILL","authors":"Stacy Bailey","doi":"10.14507/cie.vol23.iss3.2057","DOIUrl":"https://doi.org/10.14507/cie.vol23.iss3.2057","url":null,"abstract":"If the recent turbulent times have shown educators anything, it is that we need to be prepared to address our own and our students’ social and emotional needs. However, moments of tension are not the time to start. Rather, students need to be prepared to engage in meaningful ways with skills and competencies. To achieve this state of readiness, teachers can use self-regulation strategies such as the one I call “CHILL.” CHILL is an easy-to-implement five-step process designed to reduce tension in moments of crisis and create the conditions whereby students are prepared to reengage with instruction, both with the teacher and with the class. C is for Calm down, H is for Hear yourself breathe, I is for Investigate your condition, L is for Let yourself know what you need, and the second L is for Let others know what you need. Based on the unique developmental aspects of the adolescent brains, CHILL is designed to support both pre- and in-service teachers as they seek to negotiate tense classroom situations and build skills in self-regulation and resiliency. Importantly, CHILL is a strategy for de-escalation that supports students and teachers in the face of student behavioral challenges.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42320332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-21DOI: 10.14507/cie.vol23iss2.2049
Blanca N. Ibarra
This inquiry examines the benefits of utilizing social-emotional learning in today’s classrooms to address students’ academic and social-emotional needs. Now, more than ever, as teachers have transitioned from remote instruction to face-to-face or blended learning, particular emphasis must be placed on addressing students’ social and emotional needs (Fagell, 2021) while addressing learning loss. Social-emotional learning (SEL) may have been in place in school systems before the COVID-19 pandemic; however, understanding SEL and the instructional practices that contribute to developing a learning environment that nourishes students’ sense of belonging is necessary to inform teacher pedagogical practices post-pandemic. Teachers play a critical role in establishing a learning environment suitable for nurturing students’ sense of belonging (Jennings & Greenberg, 2009). As teachers attempt to provide a sense of normalcy in the classroom, they must skillfully balance designing instruction, creating an inviting classroom community, and helping students “feel” safe and supported.
{"title":"Understanding SEL to Create a Sense of Belonging: The Role Teachers Play in Addressing Students’ Social and Emotional Well-Being","authors":"Blanca N. Ibarra","doi":"10.14507/cie.vol23iss2.2049","DOIUrl":"https://doi.org/10.14507/cie.vol23iss2.2049","url":null,"abstract":"This inquiry examines the benefits of utilizing social-emotional learning in today’s classrooms to address students’ academic and social-emotional needs. Now, more than ever, as teachers have transitioned from remote instruction to face-to-face or blended learning, particular emphasis must be placed on addressing students’ social and emotional needs (Fagell, 2021) while addressing learning loss. Social-emotional learning (SEL) may have been in place in school systems before the COVID-19 pandemic; however, understanding SEL and the instructional practices that contribute to developing a learning environment that nourishes students’ sense of belonging is necessary to inform teacher pedagogical practices post-pandemic. Teachers play a critical role in establishing a learning environment suitable for nurturing students’ sense of belonging (Jennings & Greenberg, 2009). As teachers attempt to provide a sense of normalcy in the classroom, they must skillfully balance designing instruction, creating an inviting classroom community, and helping students “feel” safe and supported.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43339513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-21DOI: 10.14507/cie.vol23iss2.2033
D. Squire, Rachael Blansett, Raquel Wright-Mair
In writings on humanizing pedagogy, the concept of love is often presented as the core principle grounding all action. However, love, as it is currently conceptualized, leaves much room for interpretation (hooks, 2000; Levinas, 1998; Matias & Allen, 2013). Therefore, it is critical as educators and Student Affairs professionals we challenge the idea of how we commonly think about love as an abstract notion (“fight hate with love”) and, rather, reimagine what love means within a movement that challenges oppressive structures within Student Affairs. By not recognizing or taking actions to correct higher education’s past acts of indifference (noting the gross injustices against Indigenous populations and the exploited labor and enslavement of Africans rooted within the history of college campuses), we are perpetuating the protection of a historical lie and continuing the legacy of settler colonialism and dehumanization within the profession. In this manuscript, we provide an overview of settler colonialism and its impact in Student Affairs, review how love is academically and culturally defined across fields, and present an alternative framework for building love as an actionable "skill set" that allows educators to move the field toward racial justice and humanization.
{"title":"Centering Love as the Foundation of a Racially Just and Decolonizing Student Affairs","authors":"D. Squire, Rachael Blansett, Raquel Wright-Mair","doi":"10.14507/cie.vol23iss2.2033","DOIUrl":"https://doi.org/10.14507/cie.vol23iss2.2033","url":null,"abstract":"In writings on humanizing pedagogy, the concept of love is often presented as the core principle grounding all action. However, love, as it is currently conceptualized, leaves much room for interpretation (hooks, 2000; Levinas, 1998; Matias & Allen, 2013). Therefore, it is critical as educators and Student Affairs professionals we challenge the idea of how we commonly think about love as an abstract notion (“fight hate with love”) and, rather, reimagine what love means within a movement that challenges oppressive structures within Student Affairs. By not recognizing or taking actions to correct higher education’s past acts of indifference (noting the gross injustices against Indigenous populations and the exploited labor and enslavement of Africans rooted within the history of college campuses), we are perpetuating the protection of a historical lie and continuing the legacy of settler colonialism and dehumanization within the profession. In this manuscript, we provide an overview of settler colonialism and its impact in Student Affairs, review how love is academically and culturally defined across fields, and present an alternative framework for building love as an actionable \"skill set\" that allows educators to move the field toward racial justice and humanization.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49202973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-21DOI: 10.14507/cie.vol23iss2.2029
Jennifer Manak, Chelsey M. Bahlmann Bollinger, Courtney Shimek, Jennifer Barrett-Tatum, Debra Wellman
This study illuminates the voices of literacy teachers. Findings from this study were based on a questionnaire about what teachers perceive as best practices in literacy instruction. We received 44 fully completed questionnaires. The 44 teacher respondents ranged from Pre-K through 6th grade with experience ranging from 1 to 20+ years of teaching. Teachers came from rural, suburban, and urban schools, with 40% of these teachers in Title I schools. More than 130 best practices in literacy instruction were identified by our teacher participants. Teachers’ responses illustrated many of the components of comprehensive literacy instruction that covered a broad array of practices from the initiation of instruction through the assessment of student learning. Literacy teachers’ responses were organized into three themes: Preparing for Instruction, Literacy Instruction, and Student Assessment and Differentiation.
{"title":"Comprehensive Literacy Instruction within Classroom Contexts: Teachers’ Perceptions of Best Practices for Literacy","authors":"Jennifer Manak, Chelsey M. Bahlmann Bollinger, Courtney Shimek, Jennifer Barrett-Tatum, Debra Wellman","doi":"10.14507/cie.vol23iss2.2029","DOIUrl":"https://doi.org/10.14507/cie.vol23iss2.2029","url":null,"abstract":"This study illuminates the voices of literacy teachers. Findings from this study were based on a questionnaire about what teachers perceive as best practices in literacy instruction. We received 44 fully completed questionnaires. The 44 teacher respondents ranged from Pre-K through 6th grade with experience ranging from 1 to 20+ years of teaching. Teachers came from rural, suburban, and urban schools, with 40% of these teachers in Title I schools. More than 130 best practices in literacy instruction were identified by our teacher participants. Teachers’ responses illustrated many of the components of comprehensive literacy instruction that covered a broad array of practices from the initiation of instruction through the assessment of student learning. Literacy teachers’ responses were organized into three themes: Preparing for Instruction, Literacy Instruction, and Student Assessment and Differentiation.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48798172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-10DOI: 10.14507/cie.vol23iss1.2027
Kristan N. Russell, Melissa M. Burnham, S. Trescher, Victoria A. Knoche
Reports of sexual relationships between teachers and their students have risen across the country. This study qualitatively examines existing school district policies in Nevada to determine what the existing policies cover, how the potential consequences are outlined, whether the policies give teachers guidance on how to navigate tricky ethical situations, and lastly, what information is not covered within these policies. Our findings indicate that most districts use required boilerplate language about sexual harassment but lack specific guidance for navigating complex situations where boundaries seem to get crossed (e.g., social media). We conclude with recommendations for policy reform and continued education.
{"title":"School District Policies Regarding Appropriate Teacher-Student Relationships: What’s Missing and What Matters?","authors":"Kristan N. Russell, Melissa M. Burnham, S. Trescher, Victoria A. Knoche","doi":"10.14507/cie.vol23iss1.2027","DOIUrl":"https://doi.org/10.14507/cie.vol23iss1.2027","url":null,"abstract":"Reports of sexual relationships between teachers and their students have risen across the country. This study qualitatively examines existing school district policies in Nevada to determine what the existing policies cover, how the potential consequences are outlined, whether the policies give teachers guidance on how to navigate tricky ethical situations, and lastly, what information is not covered within these policies. Our findings indicate that most districts use required boilerplate language about sexual harassment but lack specific guidance for navigating complex situations where boundaries seem to get crossed (e.g., social media). We conclude with recommendations for policy reform and continued education.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45675023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.14507/cie.vol23iss1.1997
A. Feuerstein
This project examines similarities and differences in the ways that major U.S. newspapers (e.g., The New York Times, The Washington Post, etc.) and the more focused ethnic and minority press (e.g., The Baltimore Afro-American, The Milwaukee Courier, etc.) characterize educator’s efforts to adopt more culturally responsive educational practices and curriculum. The analysis utilized two distinct full-text ProQuest news databases, U.S. Major Dailies and Ethnic News Watch, and Boolean search logic to identify a corpus of 72 relevant articles. Within these articles, a process of close reading and coding identified three major frames that cut across articles drawn from both databases: Challenging the Dominant Narrative; Activism and Engaged Citizenship; and Defending American Heritage and Patriotism. Differences in the use of these frames across the two datasets are discussed. These frames are interpreted in light of conflicting views on the nature of the American dream.
{"title":"School Curriculum in the News: Black Lives Matter and the Continuing Struggle for Culturally Responsive Education","authors":"A. Feuerstein","doi":"10.14507/cie.vol23iss1.1997","DOIUrl":"https://doi.org/10.14507/cie.vol23iss1.1997","url":null,"abstract":"This project examines similarities and differences in the ways that major U.S. newspapers (e.g., The New York Times, The Washington Post, etc.) and the more focused ethnic and minority press (e.g., The Baltimore Afro-American, The Milwaukee Courier, etc.) characterize educator’s efforts to adopt more culturally responsive educational practices and curriculum. The analysis utilized two distinct full-text ProQuest news databases, U.S. Major Dailies and Ethnic News Watch, and Boolean search logic to identify a corpus of 72 relevant articles. Within these articles, a process of close reading and coding identified three major frames that cut across articles drawn from both databases: Challenging the Dominant Narrative; Activism and Engaged Citizenship; and Defending American Heritage and Patriotism. Differences in the use of these frames across the two datasets are discussed. These frames are interpreted in light of conflicting views on the nature of the American dream.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42268589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-14DOI: 10.14507/cie.vol23iss1.1978
Harriet B. Fox, Heather L. Walter
Significant added stressors during the COVID-19 pandemic are likely to compound and exacerbate historic concerns about burnout and turnover within the teaching profession. This study used a convergent mixed methods design to investigate experiences of teacher well-being in the beginning months of the COVID-19 pandemic. Specifically, quantitative surveys investigated relationships among stress, school connectedness, and teacher efficacy among 146 teachers. Interviews with 16 teachers explored their qualitative perceptions of well-being, how they personally navigated the challenges of teaching remotely, and what their school and/or districts did to support teacher well-being. Interviewed teachers could be classified as growing, coping, or discouraged. Findings suggest that both individual and environmental factors contributed to a sense of well-being among growing and coping teachers.
{"title":"More Than Strength from Within: Cultivating Teacher Resilience During COVID-19","authors":"Harriet B. Fox, Heather L. Walter","doi":"10.14507/cie.vol23iss1.1978","DOIUrl":"https://doi.org/10.14507/cie.vol23iss1.1978","url":null,"abstract":"Significant added stressors during the COVID-19 pandemic are likely to compound and exacerbate historic concerns about burnout and turnover within the teaching profession. This study used a convergent mixed methods design to investigate experiences of teacher well-being in the beginning months of the COVID-19 pandemic. Specifically, quantitative surveys investigated relationships among stress, school connectedness, and teacher efficacy among 146 teachers. Interviews with 16 teachers explored their qualitative perceptions of well-being, how they personally navigated the challenges of teaching remotely, and what their school and/or districts did to support teacher well-being. Interviewed teachers could be classified as growing, coping, or discouraged. Findings suggest that both individual and environmental factors contributed to a sense of well-being among growing and coping teachers.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42235330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-13DOI: 10.14507/cie.vol23iss1.2013
Erin Cousins, Linda Bol, Tian Luo
While research illustrates the benefits of interventions designed to improve self-regulated learning (SRL) and academic achievement, far fewer studies have examined the durability of these effects. This review synthesizes research on the lasting effects of 17 comprehensive SRL interventions on variables related to metacognition, cognition, motivation, and achievement in K-12 populations. Results reveal common patterns of design, domain-specificity, intervention complexity, and style of measurement instrument. Intervention effects tend to be durable regarding achievement and SRL but were mixed when presented across multiple measures of SRL. Overall findings imply that SRL interventions can lead to enduring effects on achievement and better achievement outcomes than content-strategy instruction alone and can be implemented successfully in a variety of contexts and subjects.
{"title":"Exploring Long-Term Impacts of Self-Regulated Learning Interventions in K-12 Contexts: A Systematic Review","authors":"Erin Cousins, Linda Bol, Tian Luo","doi":"10.14507/cie.vol23iss1.2013","DOIUrl":"https://doi.org/10.14507/cie.vol23iss1.2013","url":null,"abstract":"While research illustrates the benefits of interventions designed to improve self-regulated learning (SRL) and academic achievement, far fewer studies have examined the durability of these effects. This review synthesizes research on the lasting effects of 17 comprehensive SRL interventions on variables related to metacognition, cognition, motivation, and achievement in K-12 populations. Results reveal common patterns of design, domain-specificity, intervention complexity, and style of measurement instrument. Intervention effects tend to be durable regarding achievement and SRL but were mixed when presented across multiple measures of SRL. Overall findings imply that SRL interventions can lead to enduring effects on achievement and better achievement outcomes than content-strategy instruction alone and can be implemented successfully in a variety of contexts and subjects.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45174637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-08DOI: 10.14507/cie.vol22iss3.1992
G. Blum, L. Dale
This qualitative inquiry presents a duoethnographic reflection by a pre-service teacher and teacher educator on their individual and collective experiences navigating teaching and learning during the COVID-19 pandemic. Emails of gratitude exchanged between both authors serve as the beginning of their inquiry and analysis. Their narratives reveal the ways in which they experienced humanizing pedagogies, received compassion and care, and engaged in culturally sustaining pedagogies within their teacher preparation program. Implications for reimagining teacher preparation embedded in humanizing pedagogies are explored.
{"title":"Becoming humanizing educators during inhumane times: Valuing compassion and care above productivity and performance","authors":"G. Blum, L. Dale","doi":"10.14507/cie.vol22iss3.1992","DOIUrl":"https://doi.org/10.14507/cie.vol22iss3.1992","url":null,"abstract":"This qualitative inquiry presents a duoethnographic reflection by a pre-service teacher and teacher educator on their individual and collective experiences navigating teaching and learning during the COVID-19 pandemic. Emails of gratitude exchanged between both authors serve as the beginning of their inquiry and analysis. Their narratives reveal the ways in which they experienced humanizing pedagogies, received compassion and care, and engaged in culturally sustaining pedagogies within their teacher preparation program. Implications for reimagining teacher preparation embedded in humanizing pedagogies are explored.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43344986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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