Home/School: Research Imperatives, Learning Settings, and the COVID-19 Pandemic

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Date: November-December 2020
From: Journal of Teacher Education(Vol. 71, Issue 5)
Publisher: Corwin Press, Inc.
Document Type: Editorial
Length: 1,291 words
Lexile Measure: 1490L

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The COVID-19 pandemic has made home settings an essential and, in many cases, the only place of formal learning for students. This shift has pulled parents, caretakers, and other family members even closer to the education of young people as they assume the work of schooling that has been substantially reconfigured by both the pandemic and online platforms. However, in faculties of education, home-schooling is often marginalized with limited funded research (Howell, 2013). In addition, as Kennedy and Archambault (2012) argue, teacher education programs should have been taking a more proactive role in terms of K-12 online learning with a focus not simply on the technology (Ko & Rossen, 2017) but on the unique aspects of the pedagogy associated with this mode of instruction. Teachers may be ill-prepared to deliver online content, and many families are overwhelmed by the shift in the learning environment. The long-term impacts of this shift are unknown. Yet, this uncertainty reasserts opportunities to both (a) leverage home and community settings as reservoirs of knowledge deserving greater attention for teachers and teacher educators and (b) consider how educational technology can be used to support pedagogies that are more centered on students' interests, assets, and needs (Means et al., 2013).

Traditionally, knowledge and knowing in schools are manifested through the ideologies valued by society, and taught and learned through the established curriculum (Apple, 2018). Culturally sustaining pedagogies (Paris, 2012) call for the broadening of this limited curriculum in which teachers and teacher educators foster pluralism, including the multiple ways of knowing in communities. The pandemic is affording the opportunity for teachers and teacher educators to re-gather themselves around homes and communities as to address the needs and challenges of students in K-12 schooling.

Engaging teacher candidates to learn with and from families and communities has always been an important goal in teacher education (e.g., Richmond, 2017; Zeichner, 2010). University-school-community partnerships have been established to cultivate hybrid spaces that cross...

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Gale Document Number: GALE|A643702416