Pandemic Pedagogy: How Early Career Agriculture Teachers Reflect on Their Practice

Autor/inn/en	Ermis, Grant L.; De Lay, Ann M.; Freeman, Sharon; Thomason, Jalisca; Spiess, Michael
Titel	Pandemic Pedagogy: How Early Career Agriculture Teachers Reflect on Their Practice
Quelle	In: Journal of Agricultural Education, 63 (2022) 2, S.71-87 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	COVID-19; Pandemics; Beginning Teachers; Agriculture Teachers; Reflection; Distance Education; Teaching Experience; Web Based Instruction; Resilience (Psychology); Teacher Attitudes; California + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Distance study; Distance learning; Fernunterricht; Web Based Training; Lehrerverhalten; Kalifornien
Abstract	In a struggle to cope with school closures and shifting instructional paradigms from face-to-face to virtual, agriculture teachers across the United States were drastically impacted by the COVID-19 pandemic. We sought to understand how early-career agriculture teachers (ECATs) in California reflected on their teaching experience before and during the transition through February, March, and April 2020. Our work was guided by Pedagogical Design Capacity (Brown & Edelson, 2003) and the Discovery Learning® Change Process Model (Musselwhite & Jones, 2010) to explore the lived experiences of ECATS during the initial transition from face-to-face instruction to Emergency Remote Teaching (ERT). In this qualitative inquiry, the data illuminate how ECATs in California spent time reflecting on their reactions to mandates with raw emotion and how they are driven to change their teaching practice in novel ways. The data further reveal how ECATs cope with crises while supporting the fundamental socio-cultural needs of their students. The data lead us to better understand how ECATs leverage their networks and curricular resources to keep their students engaged in the absence of the traditional in-person instructional environment. The ECATs in this study also exhibited tendencies of resilience that impacted their experience during this teaching transition. Recommendations are discussed around understanding the process teachers undergo, triggered by a traumatic event, to return life to some form of homeostasis for themselves and their students. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01