Pedagogical Angst: Pandemic Stressors That Impact Support Efforts for Student Achievement

• In Event: Navigating Change in Teacher Educator Practice and Identity

Abstract

The global pandemic presented a myriad of pedagogical challenges, which, for many educators, forced instructional changes and shifts to an exclusively online learning environment. Teacher educators, who previously taught undergraduate courses in face-to-face or hybrid formats, scrambled to generate effective instruction that could best replicate previous learning experiences despite perceived and real pedagogical limitations. Ultimately, the learning environment changed; resulting in voluminous pedagogical unknowns and emerging quandaries on how to best support learners’ social, emotional, and academic needs. Through a collaborative self-study endeavor (Davey & Ham, 2009; Samaras, 2011; Samaras et al., 2012), this study explores those emerging uncertainties and pedagogical actions taken under these uniquely stressful conditions.

Authors

• Denise M. McDonald, University of Houston - Clear Lake

• Debra D. Shulsky, University of Houston-Clear Lake

• Omah M. Williams-Duncan, University of Houston - Clear Lake

• Kent A. Divoll, University of Houston - Clear Lake

• Elizabeth Beavers, University of Houston - Clear Lake