Care, Community, and Digital Technologies: Areas of Integration and Tension in Pandemic-Prepared Teachers' Identity Systems

• In Event: AERA Poster Session Sunday 1:45 pm
  In Poster Session: Platforms of Practice: Teacher Identity in Digital Spaces

Abstract

Scholars continue to study the persistent impacts of the 2020 pandemic on students, but we know less about impacts on teacher learning or instruction, even as many of the pathways through which pre-service teachers (PSTs) typically develop their professional identities were disrupted. This multiple case study of 20 pandemic-prepared teachers investigates the impacts of the pandemic on teachers' role identities. Findings emphasize three thematic areas, focusing on the contextual limitations of learning about in-person teaching practice online, the imperative for relational and trauma-informed teaching, and uneasy relationships towards digital technologies in the K-12 classroom. These themes have implications for teacher education programs and for researchers studying post-pandemic pedagogy.

Author

• Amy Guillotte, University of Pennsylvania