Fostering K-12 student-teacher and collegial relationships during the COVID-19 pandemic: Implications for teacher education

dc.contributor.authorRiedel, Marian
dc.contributor.authorMoll, Rachel
dc.contributor.authorTaplay, Alison
dc.contributor.authorFisher, Paige
dc.date.accessioned2023-02-16T17:57:13Z
dc.date.available2023-02-16T17:57:13Z
dc.date.issued2022
dc.descriptionThis book chapter was originally published as: Riedel, M., Moll, R, Taplay, A., & Fisher, P. (2022). Fostering K-12 student-teacher and collegial relationships during the COVID-19 pandemic: Implications for teacher education. In M. Jacobesen & C. Smith (Eds.). Online learning and teaching from Kindergarten to graduate school (pp. 57-86). Canadian Association for Teacher Education. http://dx.doi.org/10.11575/PRISM/40509en_US
dc.description.abstractThis community-based participatory action research project was prompted by the rapid shift to emergency remote learning in March-June 2020 as a result of the COVID-19 pandemic. A team of researchers at a regional teaching-focused university in BC initiated the research based on their shared belief that new understandings about the relational character of teaching and learning would come from an examination of the lived experience of educators during this difficult time. The study involved six community partners who collaborated with the researchers to co-develop the research questions and co-design data collection tools. The study was intended to be mutually beneficial for the teacher education program and the school districts/schools involved. It engaged 413 participants (teachers, administrators, educational assistants [EAs], and non-enrolling teachers) who answered survey questions about relationships, communication, equity and inclusion, shifts in practice, and leadership. This chapter is focused on data specific to the role of relationships in education and how relationships were impacted during the pandemic. Three themes emerged from the data analysis relevant to online learning environments, yet applicable across all modalities: relationality as a core value of BC K-12 educators, affordances and challenges for relationships, and affordances and challenges for equity. Recommendations specific to teacher education aim to advise teacher education programs to expand their focus on relationship building; to re-envision the work of teaching as a collaborative and not a solitary act; and to advocate for the inclusion of online teaching and learning pedagogies into teacher education programs.en_US
dc.description.fulltexthttps://viurrspace.ca/bitstream/handle/10613/26468/RiedelEtAlCATEChapter.pdf?sequence=3en
dc.description.noteThe copyright for each piece in this collection stays with the respective author(s). The authors assign a non-exclusive right to publication to the Canadian Association for Teacher Education and a non-exclusive license to educational and non-profit institutions and to individuals to use their piece in this publication for personal use and in courses of instruction provided that the pieces are used in full and this copyright statement is reproduced. Any usage is prohibited without the expressed permission of the author.en
dc.format.extent33 pg.en
dc.format.mediumtexten
dc.format.mimetypeapplication/pdfen
dc.identifier.citationRiedel, M., Moll, R, Taplay, A., & Fisher, P. (2022). Fostering K-12 student-teacher and collegial relationships during the COVID-19 pandemic: Implications for teacher education. In M. Jacobesen & C. Smith (Eds.). Online learning and teaching from Kindergarten to graduate school (pp. 57-86). Canadian Association for Teacher Education. http://dx.doi.org/10.11575/PRISM/40509en_US
dc.identifier.doi10.11575/PRISM/40509
dc.identifier.doi10.25316/IR-18199
dc.identifier.isbn9781990202032
dc.identifier.otherDOI: 10.11575/PRISM/40509
dc.identifier.otherDOI: 10.25316/IR-18199
dc.identifier.urihttps://viurrspace.ca/handle/10613/26468
dc.identifier.urihttp://dx.doi.org/10.25316/IR-18199
dc.language.isoenen_US
dc.publisherCanadian Association for Teacher Educationen_US
dc.relation.ispartofJacobsen, M., & Smith, C. (Eds.). (2022). Online learning and teaching from kindergarten to graduate school. Canadian Association for Teacher Education. http://dx.doi.org/10.11575/PRISM/40509en
dc.subject.lcshTeachers--Training ofen
dc.subject.lcshCOVID-19 Pandemic, 2020--Influenceen
dc.titleFostering K-12 student-teacher and collegial relationships during the COVID-19 pandemic: Implications for teacher educationen_US
dc.typeBook chapteren_US
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