Reclaiming Uplift: Caring for Teacher Candidates During the Covid-19 Crisis

Teachers in the US have historically served affective roles of uplift and civic engagement (Fultz, 1995; Gere, 2005), but reforms in the last century privileged technical aspects of the profession (Buchanan, 2015). The Covid-19 crisis, which shifted learning online and isolated students, revealed th...

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Bibliographic Details
Published in:Issues in teacher education 2020-09, Vol.29 (1-2), p.12-22
Main Author: Bracho, Christian A
Format: Article
Language:English
Subjects:
19th century
Advocacy
Affect (Psychology)
Asynchronous Communication
Caring
Coronaviruses
COVID-19
Curricula
Distance Education
Educational Environment
Electronic Learning
Empowerment
Ethics
Field study
Learning Theories
Metacognition
Pandemics
Pedagogy
Preservice Teachers
School Closing
Schools
Self-care, Health
Social & emotional learning
Standardized Tests
Student Interests
Students
Teacher education
Teacher Educators
Teachers
Teaching
Teaching Methods
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Summary:Teachers in the US have historically served affective roles of uplift and civic engagement (Fultz, 1995; Gere, 2005), but reforms in the last century privileged technical aspects of the profession (Buchanan, 2015). The Covid-19 crisis, which shifted learning online and isolated students, revealed the limitations of a technical focus in teacher education, and compelled me to reclaim the affective domain via strategies grounded in uplift and carino (Ramirez, et al., 2016). These strategies included (1) mindfulness and emotional awareness activities; (2) curriculum emphasizing social-emotional learning; and (3) asynchronous supports highlighting self-care, antiracism, and trauma-informed pedagogy. My adaptations modeled the ways teacher candidates might expand their notions of "teacher identity" (Beauchamp & Thomas, 2009) as they imagine future work with students.
ISSN:1536-3031