Item Details

Pivoting, Partnering, and Sensemaking : How Teachers Navigate the Transition to Remote Teaching Together

Issue: Vol 39 No. 1 (2022) Special Issue: Emergency Remote Language Teaching and Learning in Disruptive Times

Journal: CALICO Journal

Subject Areas:

DOI: 10.1558/cj.19668


Across the globe, the emergence of COVID-19 led to widespread, sudden suspension of in-person instruction, displacing more than 1.5 billion learners (Capilla et al., 2020). Addressing the gap in research on emergency remote teaching (ERT), this empirical study draws on insights from semi-structured interviews with 10 in-service and five pre-service teachers, who navigated the transition both as K–12 teachers and graduate students, participating in weekly mentoring for English language learners, online curricular modules, face-to-face discussions (until the transition to ERT), mixed-reality simulation teaching with coaching, and written reflections. Using a sensemaking theoretical framework, our study examines the following questions: (1) What were the main challenges and opportunities of ERT as experienced by this cohort of language teachers? (2) How did the dual role of being a K–12 teacher and graduate student provide a unique lens for navigating these challenges and opportunities? (3) What tools or supports helped these language teachers through the transition to ERT? Thematic analysis revealed three themes (emotion, shared meaning, and technology) and illuminated connection as an overarching theme. Findings suggest that the experience of navigating the transition from both positions led to greater empathy, increased facility using technology, and a growing support network of fellow teacher-learners.

Author: Jillian M. Conry, Ann M. Wernick, Paige Ware

View Original Web Page

References :

Bates, R. (2013). Institutional continuity and distance learning: A symbiotic relationship. Online Journal of Distance Learning Administration, 16(3), n3.

Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519–546.

Baytiyeh, H. (2019). Mobile learning technologies as a means of maintaining education delivery in crisis situations. International Journal of Information and Communication Technology Education (IJICTE), 15(3), 1–10.

Bazeley, P., & Jackson, K. (2013). Qualitative data analysis with NVivo (2nd ed.). Thousand Oaks: Sage.

Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi.

Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). Washington, D.C.: American Psychological Association.

Cairns, M. R., Ebinger, M., Stinson, C., & Jordan, J. (2020). COVID-19 and human connection: Collaborative research on loneliness and online worlds from a socially-distanced academy. Human Organization, 79(4), 281–291.

Capilla, A., Sainz, J., & Sanz, I. (2020, April 21). Rethinking education post-Coronavirus: Lessons from Spain to avoid widening the socioeconomic achievement gap. UNESCO.

Creswell, J. W. (2013). Research designs: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks: Sage.

Darling-Hammond, L. (2010). Recruiting and retaining teachers: Turning around the race to the bottom in high-need schools. Journal of Curriculum and Instruction, 4(1), 16–32.

Day, T., Chang, I., Chung, C., Doolittle, W., Housel, J., & McDaniel, P. (2021). The immediate impact of COVID-19 on postsecondary teaching and learning. Professional Geographer, 73(1), 1–13.

Dedoose (2018). Web application for managing, analyzing, and presenting qualitative and mixed method research data (Version 8.0.35). Manhattan Beach: SocioCultural Research Consultants, LLC.

Diez-Gutierrez, E., & Gajardo-Espinoza, K. (2020). Educar y evaluar en tiempos de Coronavirus: La situación en España. Multidisciplinary Journal of Educational Research, 10(2), 102–134.

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86.

Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205.

Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C., & Ferdig, R. E. (2020). Special issue editorial: Preservice and inservice professional development during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 137–147.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27.

Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25(2), 175–188.

Keengwe, J., & Onchwari, G. (2009). Technology and early childhood education: A technology integration professional development model for practicing teachers. Early Childhood Education Journal, 37(3), 209–218.

Kessler, G. (2007). Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20(2), 173–188.

Laprairie, K. N., & Hinson, J. M. (2006). When disaster strikes, move your school online. Journal of Educational Technology Systems, 35(2), 209–214.

Maitlis, S., & Sonenshein, S. (2010). Sensemaking in crisis and change: Inspiration and insights from Weick (1988). Journal of Management Studies, 47(3), 551–580.

Oskoz, A., & Smith, B. (2020). Unprecedented times. CALICO Journal, 37(2), i–vii.

Rush, S. C., Partridge, A., & Wheeler, J. (2016). Implementing emergency online schools on the fly as a means of responding to school closures after disaster strikes. Journal of Educational Technology Systems, 45(2), 188–201.

Rush, S. C., Wheeler, J., & Partridge, A. (2014). Emergency online schools as a means of providing schooling and crisis support after school closings due to catastrophic disasters. International Journal of Emergency Management, 10(3/4), 241–258.

Sandberg, J., & Tsoukas, H. (2015). Making sense of the sensemaking perspective: Its constituents, limitations, and opportunities for further development. Journal of Organizational Behavior, 36(S1), S6–S32.

Shim, T. E., & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID-19. Children and Youth Services Review, 119, 105578.

Sun, P. P., & Mei, B. (2020). Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: A technology acceptance perspective. Computer Assisted Language Learning, 1–24.

Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199. 

Ware, P., & Hellmich, E. (2014). CALL in the K-12 context: Language learning outcomes and opportunities. CALICO Journal, 31(2), 140–157.

Weick, K. E. (1995). Sensemaking in organizations. Thousand Oaks: Sage Publications.

Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the process of sense-making. Organization Science, 16(4), 409–421.