LEADER 06215nam 22004333 450 001 9910861092503321 005 20240523080321.0 010 $a3-031-58097-4 035 $a(MiAaPQ)EBC31347729 035 $a(Au-PeEL)EBL31347729 035 $a(CKB)32136399100041 035 $a(EXLCZ)9932136399100041 100 $a20240523d2024 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSelf-Studies of Teacher Education Practice Online $eTheorizing the Emotional Work in Times of Crisis 205 $a1st ed. 210 1$aCham :$cSpringer International Publishing AG,$d2024. 210 4$d©2024. 215 $a1 online resource (170 pages) 225 1 $aSelf-Study of Teaching and Teacher Education Practices Series ;$vv.26 311 $a3-031-58096-6 327 $aIntro -- Foreword -- Cross-References -- References -- Editorial Support Acknowledgment -- Preface: Of Emotions, Grief, and the Imperative to Go on as Online Teacher Educators -- Cross References -- References -- Contents -- Contributors -- Chapter 1: Using Self-Study Methodology to Do the Emotional Work of Improving Online Teaching and Digital Identity -- 1.1 Strength and Improvement Orientation -- 1.2 Higher Education Online Teaching -- 1.3 Digital Identity -- 1.4 Emotional Work -- 1.5 S-STEP Methodology -- 1.6 A Place to Start Emotional Work -- 1.7 Furthering Emotional Work -- 1.8 Conclusion -- References -- Chapter 2: The Crisis of Teacher Preparation During the Early Pandemic Emergency and New Directions for Online Teacher Preparation -- 2.1 Polyprincipalities of Emergent Online Teaching -- 2.1.1 The Need for New Materials and Practices -- 2.1.2 The Need for Relational Knowing -- 2.1.3 The Illusion of Holding onto Control -- 2.1.4 The Work of Maintaining Collegiality -- 2.2 New Perspectives -- 2.2.1 Moving Forward with Polyprincipality -- 2.2.2 Materiality Online -- 2.2.3 Relational or Narrative Knowing Within and Across Modalities -- 2.2.4 Relational Knowings in Digital Spaces -- 2.3 Common Issues Moving Forward -- 2.3.1 Re-envisioning Relational Teacher Education Online -- 2.3.2 Small [Online] Learning Communities -- 2.3.3 Open Pedagogies -- 2.4 Final Thoughts -- References -- Chapter 3: The Shaping Influence of the COVID-19 Crisis on a Teacher Educator's Online Identity: A Pandemic/Post-Pandemic Self-Study -- 3.1 Conceptual Framework -- 3.1.1 Assemblage -- 3.1.2 Becoming -- 3.1.3 Affect -- 3.2 Methodology -- 3.2.1 Context -- 3.2.2 Data Sources and Analysis -- 3.3 Findings -- 3.3.1 The Displacement of the Body and the Centering of the Discursive -- 3.3.2 The Diminishment of Pedagogical Certainty and the Expansion of Pedagogical Negotiation. 327 $a3.3.3 The Persistence of Emotional Fatigue and the Requisite for Self-Care -- 3.4 Discussion -- 3.5 Recommendations -- 3.6 Conclusion -- References -- Chapter 4: Authorising Personal History as a Technology Educator: Holding My "Selves" to Account in and Beyond Crises -- 4.1 Setting the Stage: Histories and Self-Study -- 4.2 Context of My Work During the COVID-19 Pandemic -- 4.2.1 Personal History Self-Study and Turning Points -- 4.3 Shifting Authorities: How Do I Know What I Know? -- 4.3.1 The Turn to Maker Pedagogy -- 4.4 The Crises Turn: What Do I Know? -- 4.4.1 Vignette One: How Do We Put This Online? -- 4.4.2 Vignette Two: How Do We Come Together as a Community? -- 4.5 Coming Out of Crises: What's Next? -- References -- Chapter 5: Pursuing New Possibilities for Online Teaching Through a Flipped Critical Friends Protocol -- 5.1 Background and Chapter Organization -- 5.2 Part I: Moving Within and Across Territories -- 5.2.1 Identity -- 5.2.2 Relational Contexts -- 5.2.3 Pedagogical Values -- 5.2.4 Inquiry -- 5.3 Pushing Further into Teaching and Learning Territories with a Flipped Critical Friends Protocol -- 5.4 Part II: Artistic Encounters -- 5.4.1 The Gallery Walk -- 5.4.2 The Graphic Representations (Fig. 5.1) -- 5.4.3 Dialogue -- 5.4.4 Emotion -- 5.4.5 Balance -- 5.4.6 Meaning -- 5.5 Coda -- 5.6 Flipped Critical Friends Protocol -- 5.6.1 Creation Phase -- 5.6.1.1 Suggested Length: About One Week -- 5.6.2 Preparation Phase -- 5.6.2.1 Suggested Length: About One Week -- 5.6.3 Critical Friends Session -- 5.6.3.1 Suggested Length: About 35 Minutes -- 5.6.4 Optional Extension: Gallery Walk with Artwork and Captions -- References -- Chapter 6: Using Multiple Methods to Explore Antiracist Practices in a Cross Institutional Online Community -- 6.1 Cross Institutional Online Collaboration -- 6.2 Book Club -- 6.3 Arts-Based Response. 327 $a6.4 Problem Posing -- 6.5 Memory Work -- 6.6 Conclusion -- References -- Chapter 7: Entangled Laborings in Online Teacher Education: Subaltern Negotiations -- 7.1 Purpose of the Study -- 7.2 Theoretical Framing -- 7.3 Perspectives from Previous Literature -- 7.3.1 Teacher Identities -- 7.3.2 Perceived Relational Challenges of Preparing Teachers in Online Settings -- 7.3.3 Understanding Teacher Identity During Times of Disruption as Assemblages -- 7.3.4 Accessing Digital Technologies and Connectivities -- 7.4 Methods for This Study -- 7.4.1 Data Collection -- 7.4.2 Data Analysis -- 7.4.3 Trustworthiness and Credibility -- 7.5 Unveiling La Plática -- 7.6 Conclusion -- References -- Chapter 8: Creating Fluid Spaces for Online Instructors to Support Two Types of Diverse Learners -- 8.1 A Different Kind of Fidelity -- 8.2 Method -- 8.3 Results and Discussion -- 8.3.1 Guidance 1: Ongoing Online Professional Development -- 8.3.2 Guideline 2: Instructional Design Support -- 8.3.3 Guideline 3: Course-Based Research Support -- 8.4 Conclusion -- References. 410 0$aSelf-Study of Teaching and Teacher Education Practices Series 700 $aRice$b Mary F$01739386 701 $aCutri$b Ramona Maile$01739387 701 $aMena$b Juanjo$01426833 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910861092503321 996 $aSelf-Studies of Teacher Education Practice Online$94163421 997 $aUNINA