Disruption, Transition, and Re-imagining: Teaching, Learning and Development in the Midst of the Two Pandemics

Abstract

In “Will Schools Change Forever,” Waite and Arnett contend our educational system, and our society as a whole, have been confronted with two pandemics, COVID-19 and systemic racism (2020). Both of these pandemics have acerbated challenges schools must address and have exposed chronic inequities in educational systems. Our inquiry is case study of 23 novice teachers who graduated from our urban institution and their perception of how the pandemics impacted the development of their students, their own professional trajectory, and their future instruction. Semi-structured interviews focused on educators’ approaches to instruction across 12-18 months of the pandemic. Data were analyzed using NVivo through open coding. Results indicated novice teachers’ initial teaching experiences were disrupted by both Covid-19 and the social unrest during this time period. The challenges they faced reflected their focus as culturally responsive educators who were working to meet the needs of the learners in the urban schools where they were employed. The stories they shared related their challenges (a) in engaging students, and (b) in making connections to students and building a sense of community in the virtual environment. Eventually, however, these educators were able to transition to effectiveness as student-centered educators (a) by embracing the digital environment, and (b) by providing supports for student success. Drawing on their experiences and perceptions, our participants also offered advice on reimagining education and classrooms of the future for the new normal.

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“…Similarly, researchers also describe the environment of urban schools post-COVID-19 as one ripe for creative and re-imagined change (Beard et al. , 2021; Many et al. , 2022).…”

“…Many researchers point to unique challenges of the urban school settings that contributed to difficult outcomes for students, families and school communities, such as the limited availability of internet access during virtual learning and the emotional weight of racial tensions and unrest resulting from the tragic and publicized deaths of minoritized individuals (Russo, 2022). Researchers refer to the double weight of COVID-19 and racial unrest as a "double pandemic" (Many et al, 2022). Cotto and Woulfin (2021) also described inequitable choices faced by parents in urban school districts as complicated by issues of childcare, technological access, school safety measures and more.…”

“…Cotto and Woulfin (2021) also described inequitable choices faced by parents in urban school districts as complicated by issues of childcare, technological access, school safety measures and more. Novice teachers in an urban school setting described their experience of teaching through a double pandemic as one characterized by disruption and transition (Many et al, 2022). While COVID-19 may exacerbate inequity, researchers have demonstrated high needs of schools in urban areas even before COVID-19.…”

“…Accordingly, researchers that attempt to respond to needs in the urban school settings should do so in such a way that honors strengths, centers equity and builds relationships (Ceballos et al, 2023). Similarly, researchers also describe the environment of urban schools post-COVID-19 as one ripe for creative and re-imagined change (Beard et al, 2021;Many et al, 2022). Beard et al (2021) summarized the challenges of COVID-19 and encouraged educators, researchers and policymakers to re-invest in resources to support student well-being.…”