Jessica E. Masterson , Chloe James Carr , Emmy Petty , Honor Stevenson , Abigail Yaromich
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引用次数: 0
Abstract
While much research in the Covid-19 era has focused on student learning loss, little empirical work has yet been published that examines U.S. teacher candidates' experiences with learning to teach during the current pandemic era, and all of the social and political upheaval of the day. This autoethnographic case study centers four teacher candidates’ practicum and student teaching experiences, during which they collected observational and reflective data throughout the 2021–2022 school year. Together with their teacher educator, and employing a feminist labor theoretical lens, the candidates analyzed data and derived three overarching themes: Learning to teach as emotion work, labor structures as barriers to learning to teach, and an overall uncertainty about teaching as a profession.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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