"We're Still Trying to Figure Out Every Single Day": Teaching Since COVID-19

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: Teachers' Instructional Design Decision Making (Table 11)

Abstract

This proposed paper examines the experiences of three New York City elementary charter school teachers and their principal as they detailed their pedagogy and practice prior to and since the COVID-19 pandemic. Individual and focus group interviews, along with survey data, reveal educators’ struggles to meet the demands of shifting academic, social, emotional, and policy-laden landscapes. Furthermore, conceptualized through the lenses of social constructivism (Vygotsky, 1986) and care (Noddings, 2013), this study considers how changes in educational approaches were supported by teachers’ reflexivity and professional learning. Implications for future research and practice include an increased focus on and sensitivity to teachers’ needs in addition to students’ needs.

Authors

• Maxine Cameron, St. John's University
  Presenting Author

• Sandra Schamroth Abrams, University of South Africa
  Presenting Author