I Can Tell You Stories: Teacher Education during Educational Disruption

Autor/inn/en	Panther, Leah; Allee-Herndon, Karyn A.; Perrotta, Katherine; Cannon, Susan
Titel	I Can Tell You Stories: Teacher Education during Educational Disruption
Quelle	In: Teacher Educator, 56 (2021) 3, S.327-345 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Panther, Leah) ORCID (Allee-Herndon, Karyn A.) ORCID (Perrotta, Katherine) ORCID (Cannon, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2021.1918302
Schlagwörter	Phenomenology; Case Studies; Teacher Education Programs; COVID-19; Pandemics; Well Being; Trauma; Educational Experience; Student Attitudes; Educational Change; Educational Attitudes; Attitude Change; Teaching Methods; Evaluation Methods; Communities of Practice; Role of Education; Student Needs; Student Diversity; Ethics; Equal Education; School Closing; Private Colleges; Preservice Teachers + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Case study; Fallstudie; Case Study; Well-being; Wellness; Wohlbefinden; Bildungserfahrung; Schülerverhalten; Bildungsreform; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Bildungsauftrag; Ethik; School closings; Schule; Schließung; Schließung (von Schulen); Privathochschule
Abstract	This phenomenological case study defined and described College of Education (COE) students' perceptions of educational disruption during the COVID-19 pandemic and how that disruption shaped their understandings of education. Participants defined educational disruptions as the phenomenon when a plan is created by an individual or school and interrupted by the unplanned with overlapping and intersecting effects along a continuum of physical, social, and emotional well-being that potentially result in individualized trauma. Participants experienced educational disruption through their understandings of: (1) the purpose of education, (2) beliefs about education, (3) curriculum, (4) instruction, (5) assessment, and (6) child guidance and classroom community. Our findings highlight the need for COEs to understand the role of education within community and societies during educational disruptions to meet the needs of diverse students in an ethical and equitable manner. We recommend future studies consider how community-based relationships can inform institutional responses to educational disruptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01