"We Have a Different Job Now": Teachers' Commitment to Ambitious and Equitable Teaching Amid COVID-19

• In Event: We Are Not OK: Responding to the COVID-19 Pandemic

Abstract

In this study, we examine how highly-committed secondary mathematics teachers in the U.S. responded as they shifted their instruction online due to the global COVID-19 pandemic. Building off a four-year research practice partnership, we interviewed 11 secondary mathematics teachers about their commitment to ambitious and equitable teaching as during their pivot from classroom teaching to virtual spaces. Conducting semi-structured interviews during school closures, we found that, while the teachers maintained commitments to ambitious and equitable teaching, new dilemmas arose around time management, centering student thinking, and building and maintaining relationships. By documenting how highly-reflective educators responded to this crisis, we highlight issues for others to anticipate in times of educational disruption.

Authors

• Katherine Schneeberger McGugan, Vanderbilt University

• Ilana S. Horn, Vanderbilt University