Enacting a Warm Demander Teacher Identity in the Wake of COVID-19

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

Abstract

This collaborative self-study interrogates three mid-career teacher educators’ abilities to enact “warm demander” teacher identities with students in their licensure coursework. Each of the authors teaches in different types of programs in different locations within the U.S. Building on lessons learned through virtual instruction during the COVID-19 pandemic, they seek to study the gaps between their espoused teaching identities and their practices. Using surveys, teaching journals, and dialogue based in critical friendship, they describe what they learned from explicitly studying their pedagogical relationships with students.

Authors

• Laura C. Haniford, University of New Mexico

• Valerie A. Allison, Susquehanna University

• Laurie A. Ramirez, Appalachian State University