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Teaching through disruption english language arts and literacy teachers' identity formation and perspectives on digital technology integration Amy Guillotte
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Guillotte, Amy, author.
- Language:
- English
- Subjects (All):
- Teacher education.
- Education.
- Educational technology.
- Language arts.
- 0530.
- 0515.
- 0710.
- 0279.
- Local Subjects:
- Teacher education.
- Education.
- Educational technology.
- Language arts.
- 0530.
- 0515.
- 0710.
- 0279.
- Genre:
- Academic theses
- Physical Description:
- 1 online resource (248 pages)
- Contained In:
- Dissertations Abstracts International 87-12A
- Place of Publication:
- Ann Arbor : ProQuest Dissertations and Theses, 2026
- Language Note:
- English
- Summary:
- This dissertation study investigates the professional identity development of early career teachers who were pre-service teachers during the COVID-19 pandemic (the 2020-21 school year). While researchers have documented the pandemic's lasting effects on students' social, mental, and emotional health, academic achievement, and school attendance, less research has focused on teachers and post-pandemic teaching, especially novice teachers who were in teacher education programs during this period of disruption. To examine the identity development of pandemic-prepared teachers, I draw on two sets of data: (1) data from four elementary literacy and secondary English language arts (ELA) and humanities methods courses at three U.S. universities during the fall 2020 semester, collected through a teacher educator practitioner inquiry group that formed in summer 2020, including course session transcripts and videos, pre-service teacher (PST) artifacts, assignments, and focus groups, and interviews with teacher educators; and (2) interviews and simulated lesson-planning data from 22 individuals who were PSTs in these methods courses during summer and fall 2024. Using these data, across three articles, I explore how these pandemic-era preparation experiences may have shaped novices' developing identities and their perspectives toward digital technologies in literacy and humanities instruction. Across these qualitative analyses, I contribute an empirical account of how pandemic-era preparation has shaped teachers' identity development and their approaches to digital technologies in literacy, ELA, and humanities instruction in post-pandemic classrooms. Understanding how teacher education experiences have shaped participants' perspectives on teaching, learning, and their evolving professional roles offers implications for understanding teacher identity and literacy instruction, and for preparing new teachers in our post-pandemic era
- Notes:
- Source: Dissertations Abstracts International, Volume: 87-12, Section: A.
- Advisors: Kavanagh, Sarah Schneider Committee members: Stornaiuolo, Amy; Danielson, Katie
- Ph.D. University of Pennsylvania 2026
- Vendor supplied data
- Local Notes:
- School code: 0175
- ISBN:
- 9798247973898
- Access Restriction:
- Restricted for use by site license
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