Faculty Publications

Title

What Is Missing In Our Teacher Education Practices: A Collaborative Self-Study Of Teacher Educators With Children During The Covid-19 Pandemic

Document Type

Article

Keywords

Collaborative self-study, remote learning, social emotional learning, support for parents, teacher education

Journal/Book/Conference Title

Studying Teacher Education

Volume

17

Issue

1

First Page

22

Last Page

37

Abstract

This self-study explores the experiences and challenges that we as mothers of young children and teacher educators have faced during the COVID-19 pandemic. While describing what our children experienced through remote learning and how we tried to support their learning, we reflect on their former school experiences and our teacher education practices. To do this, we address the following two research questions: (1) What were our children’s experiences in remote learning during the pandemic?; and (2) What were our experiences as mothers and teacher educators in supporting our children’s remote learning during the pandemic? Adopting a collaborative self-study methodology, we collected stories of our experiences as mothers and teacher educators during our children’s remote learning. Our data were collected through participant observations, field notes, and artifacts that our children created, as well as learning materials received from their teachers and schools during the period. In addition, we recorded virtual conferences and wrote reflective journals. The suda approach, which was developed as a research method by the authors was used for data analysis. Originally from Korean culture, suda in simple English is ‘chatting extensively.’ It is different from small talk or chit-chat, though, as it can take a large amount of time, covering several stories in depth. The findings provide several implications for teacher education, school policy, and educational research.

Department

Department of Curriculum and Instruction

Original Publication Date

1-1-2021

DOI of published version

10.1080/17425964.2021.1895102

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

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