Perceptions of Teachers and Teaching: A Document Analysis of State Policy Memos During COVID-19

• In Event: Transforming Education and Teacher Education: Technologies, Pedagogies, and Practices

Abstract

This study uses document analysis to examine policy artifacts produced by state governance in the wake of COVID-19 and the way they communicate certain perceptions of teachers and the work of teaching. The application of Cochran-Smith and Lytle’s (2009) images of knowledge, teachers and teaching, and teacher learning. Findings include that conceptualizations of teachers as technicians persist within these policy documents as do images of the purpose and measure of teaching solely based on standardized testing. Such findings reveal a problematic gap between the policy level and classroom realities, exacerbated by the pandemic, that requires change to better support teachers in their work and students in their learning.

Author

• Erin Nerlino, Boston University
  Presenting Author