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2018
Volume 54, Issue 2
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216
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Abstract

This article documents the yearlong inquiry of a high school English teacher in New York City who participated in a networked professional learning community (PLC) of English educators exploring the question, “How do we engage students in remote and hybrid learning situations in the current sociopolitical context?” Forced to teach remotely, the teacher focused on building connections among her students, using their feedback as a primary tool to design and improve responsive instruction. Through participation in the PLC and feedback from her students, the teacher learned important lessons from others, with others, on behalf of her students, and about her own processes of learning and thinking. This teacher’s journey offers several lessons for teacher education, grounded in the influences of ecology and affective interactions on student engagement.

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2022-01-01
2023-11-29
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  • Article Type: Research Article
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