Nurturing Joy and Belonging: Practices for Rehumanizing Professional Learning
Saved in:
| Title: | Nurturing Joy and Belonging: Practices for Rehumanizing Professional Learning |
|---|---|
| Language: | English |
| Authors: | Cunningham, Katie Egan, Rainville, Kristin N. |
| Source: | School-University Partnerships. Sum 2022 15(2):1-11. |
| Availability: | National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Sense of Community, Psychological Patterns, Faculty Development, COVID-19, Pandemics, Teaching Methods, Learning Processes, College School Cooperation, Professional Development Schools, Electronic Learning, Technology Uses in Education, Elementary School Teachers |
| ISSN: | 1935-7125 2833-2075 |
| Abstract: | In this article the authors describe a professional learning initiative focused on joyful teaching and learning during the COVID-19 pandemic and the techniques that were used to foster a culture of belonging. The authors utilize an integrative framework for understanding, cultivating, and assessing belongingness to suggest implications for school-university partnerships. Finally, the authors pose questions for school-university partnerships to reflect upon to build an intersectional approach to professional learning in a post-pandemic educational landscape. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1382583 |
| Database: | ERIC |
| Abstract: | In this article the authors describe a professional learning initiative focused on joyful teaching and learning during the COVID-19 pandemic and the techniques that were used to foster a culture of belonging. The authors utilize an integrative framework for understanding, cultivating, and assessing belongingness to suggest implications for school-university partnerships. Finally, the authors pose questions for school-university partnerships to reflect upon to build an intersectional approach to professional learning in a post-pandemic educational landscape. |
|---|---|
| ISSN: | 1935-7125 2833-2075 |
