The "New" Normal: Re-Imagining Professional Development amidst the COVID-19 Pandemic

Autor/inn/en	Brown, Cory; Correll, Pamela; Stormer, Kimberly J.
Titel	The "New" Normal: Re-Imagining Professional Development amidst the COVID-19 Pandemic
Quelle	In: Middle School Journal, 52 (2021) 5, S.5-13 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2021.1978787
Schlagwörter	Professional Continuing Education; Inservice Teacher Education; Middle School Teachers; COVID-19; Pandemics; Culturally Relevant Education; Equal Education; Technology Integration; Electronic Learning; Virtual Classrooms; Communities of Practice; Reflection; Observation; Coaching (Performance); Access to Computers + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerfortbildung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Community; Beobachtung
Abstract	In response to the COVID-19 pandemic, transitioning to online education proved to be difficult due to lack of training, resources, and funding to adequately provide what every student and teacher needed. We present a framework for ongoing professional development for in-service teachers to expand their attitudes and beliefs about culturally relevant and culturally responsive teaching during a global pandemic. Specifically, we look at how professional development can build and sustain equitable instructional practices through culturally responsive teaching while addressing inequities that exist in student technology use and access. In an effort to encourage teachers to facilitate culturally responsive learning opportunities and environments and "perpetuate equitable surveillance of student technology use and access" we suggest a virtual professional development framework that includes professional learning communities, personal coaching, classroom observations, and self-reflection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01