1098
Chapter Title
Wholehearted Lessons: Developing as a Teacher Educator During a Global Pandemic
Book Title
Science Education during the COVID-19 Pandemic: Tales from the Front Lines
Chapter Author(s)
Claire Cesljarev, Valarie Akerson, Ingrid Carter
Editors
Dr. Valarie L. Akerson, Dr. Ingrid S. Carter
ISBN
978-1-952092-21-3
Pages
191-216
Highlights
- Developing as a teacher educator while attending graduate school while being a mother is a precarious balancing act.
- Teaching an online secondary science methods course 100% online during the COVID-19 pandemic negatively affected teacher educator-efficacy as pedagogical tensions arose.
- Pedagogical dissonance was further increased from pandemic related stressful events in my role as graduate student and mother. Lower teacher educator-efficacy was also attributed to technological anxieties.
- Understanding the holistic needs of a teacher educator is important in repositioning teaching in support rather than stress.
- Teacher educator well-being is critical for preparing preservice teachers to model mitigation of stress and anxiety leading to productive and supportive learning experiences.
Citation
Cesljarev, C., Akerson, V., & Carter, I. (2021). Wholehearted lessons: Developing as a teacher educator during a global pandemic. In V. L. Akerson & I. S. Carter (Eds.), Science Education during the COVID-19 Pandemic: Tales from the Front Lines (pp. 191-216). ISTES Organization.
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