Department
Instructional Technology
Additional Department
Secondary and Middle Grades Education
Document Type
Article
Publication Date
7-29-2021
Abstract
This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers’ attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement is critical during times of trauma.
Journal Title
Journal of Research on Technology in Education
Digital Object Identifier (DOI)
https://doi.org/10.1080/15391523.2021.1920519
Included in
Educational Technology Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons