I Was a Good Classroom Teacher, Why Do I Feel so Lost Now? Examining a Doctoral Student's Transition with Becoming a Teacher Educator during and Post Pandemic

Autor/inn/en	Kitts, Kraig; Perry, Spencer
Titel	I Was a Good Classroom Teacher, Why Do I Feel so Lost Now? Examining a Doctoral Student's Transition with Becoming a Teacher Educator during and Post Pandemic
Quelle	In: European Educational Researcher, 6 (2023) 2, S.55-70 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Effectiveness; Doctoral Students; Vocational Adjustment; Teacher Educators; COVID-19; Pandemics; Reflection; Teacher Attitudes; Self Concept; Psychological Patterns + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Personalanpassung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Selbstkonzept
Abstract	This study focuses on the transition from classroom teacher to teacher educator and how this impacts teacher identity, but more specifically the additional challenges of learning to become a teacher educator during a pandemic. Employing self-study methodology this work examines not only the transition from classroom teacher to teacher educator but also the increased complexity of this experience while teaching online during the pandemic, and the transition back to some sense of normalcy with teaching in person. Data sources include Author One's reflective journal, recordings of meetings with critical friends providing feedback throughout the process, and student artifacts from different activities applied from year 1 to year 2. From our coding of the journal from year 1, several codes were identified about Author One's identity as a teacher educator being tied to the types of interactions he fosters in his classroom. As he transitions to teaching in person in year 2 (Fall 2021) we will look to see how he takes what he learned about fostering these interactions in an online environment and applies them to his in-person teaching. Techniques learned from his semester 2 experience of online teaching will guide him in this process and critical friend meetings will focus on attending to the transitional moments in his identity as he makes yet another shift in developing who he is as a teacher educator. (As Provided).
Anmerkungen	European Educational Researcher. University of Seville Faculty of Education, Department of Teaching and Educational Organization, Pirotecnia 41013 Seville, Spain. Tel: +34-955-420590; Fax: +34-954-554306; e-mail: editor@eu-er.com; Web site: https://eu-er.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01