What is it about?
This study reports how an Australian school harnessed this experience and the teacher professional learning which ensued. Online focus groups were conducted with 50 teachers. The theoretical lens of Pedagogical equilibrium was used to explain the sense of unrest, curiosity, uncertainty and perplexity evident in teachers’ responses as they began to address unfamiliar challenges.
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Why is it important?
The findings demonstrate the importance of positioning such disruptions as opportunities for teacher professional growth and strategically encouraging teachers to reflect, articulate and share their learnings. When done effectively, these processes can embody a dynamic, collaborative community culture based on respect, reciprocity and trust. Such a culture shift not only supports the construction of both individual and collective professional knowledge but also enhances teacher well-being.
Perspectives
This article reports on the perspectives of teachers concerning their pedagogical growth and development as they were forced online during COVID-19. Teachers learnings of what should be taken forward into the future to support student learning is a key feature.
Associate Professor Megan Adams
Monash University
Read the Original
This page is a summary of: Learning from a dilemma: The opportunities online teaching provided for teacher growth and development, The Australian Educational Researcher, March 2024, Springer Science + Business Media,
DOI: 10.1007/s13384-024-00704-5.
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