Using Framework for Adaptability to Understand Teachers’ Perspectives on Professional Learning in Post/COVID Times

• In Event: Sustaining an Ethic of Care: The Primacy of Teacher Relationship

Abstract

Drawing on framework for adaptability, we analyzed formative assessments, interview transcripts, and written reflections of teachers across 40 schools in a Midwest U.S. region to understand their perspectives on professional learning during COVID-19. Our data revealed that teachers perceived an increased need for professional learning on differentiation and focus on growth and joy. Against the backdrop of a neoliberal accountability that increases stress among teachers on top of a traumatic global pandemic, we attempted to center teachers as experts and respond to their socioemotional needs by offering flexible pathways with online options and offering in-person sessions for cultivating community.

Authors

• Astri Napitupulu, University of Missouri - St. Louis

• Jasmin Easterling, University of Missouri - St. Louis

• Leslie Lorton Hamm, University of Missouri - St. Louis

• Shea Kerkhoff, University of Missouri - St. Louis

• Nancy R. Singer, University of Missouri - St. Louis

• Katherine O'Daniels, University of Missouri - St. Louis