The unique circumstances of the COVID-19 pandemic required that instruction be shifted online through asynchronous, synchronous, or hybrid models of instruction. This created a need for many K-12 teachers to dramatically rethink how teaching and learning occurred in their classrooms. In this study, we investigate the experiences of early-career science teachers who were in their first year of teaching when the pandemic struck. Using a comparative case study and an analytical framework focused on technology-related leader practices, we explore the unique opportunities for technology-based leadership that emerged for early-career teachers during the pandemic. We posit that the circumstances of the COVID-19 pandemic presented novel opportunities for early-career teachers to assume leadership roles that were embedded within the classroom teaching experience, which created unique opportunities for innovation and leadership in teaching.
CITATION STYLE
Wieselmann, J. R., & Crotty, E. A. (2022). Teaching during COVID-19: reflections of early-career science teachers. Disciplinary and Interdisciplinary Science Education Research, 4(1). https://doi.org/10.1186/s43031-022-00057-y
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