Physics Teachers' Perceptions of Administrative Support for Professional Learning During COVID-19.
Saved in:
| Title: | Physics Teachers' Perceptions of Administrative Support for Professional Learning During COVID-19. |
|---|---|
| Authors: | Hancock II, James Brian1 hancockb@alma.edu, Poling, Jack Taylor2 jack.poling99@gmail.com |
| Source: | Issues in Teacher Education. Fall2023, Vol. 32 Issue 2, p6-23. 18p. |
| Subject Terms: | *Professional employee training, *COVID-19 pandemic, *Physics teachers, *Career development, *Teacher development, Administrative assistants |
| Abstract: | There is an overwhelming consensus that sustained opportunities for teachers' professional learning is critical for student success, but due to the COVID-19 pandemic, the nature, substance, and format of K-12 teachers' opportunities for professional learning necessarily shifted. District administrators, focused on maintaining the safest possible learning environment, responded to local health considerations and policies and made decisions about district-provided professional development. These decisions had far-reaching effects, and through this qualitative case study research we sought to better understand how high school physics teachers' perceptions of administrative support during COVID-19 impacted their opportunities for professional learning. We analyzed interviews with four veteran physics teachers and found that all four were able to succinctly name the problems they faced during the 2020-2021 school year, but the ways in which they felt supported by administrators to address their problems was varied, yet impactful. The four cases we present serve as reminders that (1) teachers are acutely aware of their own needs; (2) teachers can serve as resources within their district; and (3) developing and main-taining a positive framing for continued professional learning encourages a culture of instructional excellence. [ABSTRACT FROM AUTHOR] |
| Copyright of Issues in Teacher Education is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 174552050 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Physics Teachers' Perceptions of Administrative Support for Professional Learning During COVID-19. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hancock+II%2C+James+Brian%22">Hancock II, James Brian</searchLink><relatesTo>1</relatesTo><i> hancockb@alma.edu</i><br /><searchLink fieldCode="AR" term="%22Poling%2C+Jack+Taylor%22">Poling, Jack Taylor</searchLink><relatesTo>2</relatesTo><i> jack.poling99@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Issues+in+Teacher+Education%22">Issues in Teacher Education</searchLink>. Fall2023, Vol. 32 Issue 2, p6-23. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+teachers%22">Physics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Administrative+assistants%22">Administrative assistants</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: There is an overwhelming consensus that sustained opportunities for teachers' professional learning is critical for student success, but due to the COVID-19 pandemic, the nature, substance, and format of K-12 teachers' opportunities for professional learning necessarily shifted. District administrators, focused on maintaining the safest possible learning environment, responded to local health considerations and policies and made decisions about district-provided professional development. These decisions had far-reaching effects, and through this qualitative case study research we sought to better understand how high school physics teachers' perceptions of administrative support during COVID-19 impacted their opportunities for professional learning. We analyzed interviews with four veteran physics teachers and found that all four were able to succinctly name the problems they faced during the 2020-2021 school year, but the ways in which they felt supported by administrators to address their problems was varied, yet impactful. The four cases we present serve as reminders that (1) teachers are acutely aware of their own needs; (2) teachers can serve as resources within their district; and (3) developing and main-taining a positive framing for continued professional learning encourages a culture of instructional excellence. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Issues in Teacher Education is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=174552050 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 6 Subjects: – SubjectFull: Professional employee training Type: general – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Physics teachers Type: general – SubjectFull: Career development Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Administrative assistants Type: general Titles: – TitleFull: Physics Teachers' Perceptions of Administrative Support for Professional Learning During COVID-19. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hancock II, James Brian – PersonEntity: Name: NameFull: Poling, Jack Taylor IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Fall2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 15363031 Numbering: – Type: volume Value: 32 – Type: issue Value: 2 Titles: – TitleFull: Issues in Teacher Education Type: main |
| ResultId | 1 |
