ERIC Number: EJ1416460
Record Type: Journal
Publication Date: 2024
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: EISSN-1838-8101
The Power of Teacher Voice: Developing Agency, Advocacy, and Efficacy Amid COVID-19
Jill G. Ordynans; Madhu Narayanan; Devin Rice; Alexandra Vasquez; Susan Wierzbowski; Kristen Ferrari; Sky Hobbs; Tashay Pratt; Amalia Vazquez
Teacher Educator, v59 n1 p41-65 2024
This qualitative study investigated how critical reflection can be incorporated into collaborative professional communities to enact a process of generative transformative praxis that leads to meaningful action on the part of its community members. Across the arc of a series of six collaborative reflection groups that took place during the COVID-19 pandemic, we found that when teachers critically reflected on the work they were doing and wanted to do (agency), reflected on how this had been and would be enacted in their work with students (advocacy), and then reflected on their beliefs about the impact that they could have through this work (efficacy), they felt a deep responsibility to generate solutions to the problems faced by teachers, students, families, and communities during this time. From these findings we propose that as teacher voice is strengthened through critical reflection in collaborative professional communities, teachers come to see themselves as key stakeholders in continual educational improvement whose actions are necessary to impact positive change, even in the most challenging situations.
Descriptors: COVID-19, Pandemics, Teaching Experience, Self Efficacy, Reflection, Partnerships in Education, Barriers, Teacher Attitudes, Elementary School Teachers, Secondary School Teachers
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A