"You Realize You Aren't Alone": Meeting Teachers' Psychological Needs in PD During the COVID-19 Pandemic

• In Event: Teacher Agency, Community, and Growth During Pandemic Teaching

Abstract

This study examines the ways that professional development (PD) facilitators, including science faculty and coaches, leveraged existing PD structures and community to support teachers’ motivation as learners during the COVID19 pandemic. Teachers were tasked with supporting students and families in adapting to distance learning during a period of immense uncertainty. Guided by Self Determination Theory and the concept of basic psychological needs of competence, relatedness, and autonomy, we analyzed data from observations of virtual PD sessions and teacher interviews collected as part of a multi-year PD supporting instructional and organizational capacity building for elementary science in six urban school districts. Findings highlight moves and strategies that PD facilitators used to support teachers’ intrinsic motivation during this challenging period.

Authors

• Brit Toven-Lindsey, California State University - East Bay

• Christine Lee Bae, Virginia Commonwealth University

• Kathryn N. Hayes, California State University - East Bay

• Aaishah Riaz, California State University - East Bay

• Kenya Taylor, California State University - East Bay

• Dawn M. O'Connor, Alameda County Office of Education

• Sarah Kimberly Williams, California State University - East Bay