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Socio-Emotional Competencies and Well-Being in Online Educational SettingsEncouraging Transnational Learning Through Virtual Exchange in Global Teacher Education10.4018/978-1-6684-7813-4.ch002
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Tensions and Opportunities of Teachers “Learning Through Crisis”Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education10.4018/978-1-6684-7813-4.ch006
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Resilience in Crisis: Developing Community Through Action Research

Alina Slapac, Sarah A. Coppersmith, Kathryn G. O'Brien, Phyllis Balcerzak

Source Title: Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research

ISBN13: 9781799869221|ISBN10: 1799869229|ISBN13 Softcover: 9781799869238|EISBN13: 9781799869245

DOI: 10.4018/978-1-7998-6922-1.ch002

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MLA

Slapac, Alina, et al. "Resilience in Crisis: Developing Community Through Action Research." Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research, edited by Alina Slapac, et al., IGI Global, 2021, pp. 1-26. https://doi.org/10.4018/978-1-7998-6922-1.ch002

APA

Slapac, A., Coppersmith, S. A., O'Brien, K. G., & Balcerzak, P. (2021). Resilience in Crisis: Developing Community Through Action Research. In A. Slapac, P. Balcerzak, & K. O'Brien (Eds.), Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research (pp. 1-26). IGI Global. https://doi.org/10.4018/978-1-7998-6922-1.ch002

Chicago

Slapac, Alina, et al. "Resilience in Crisis: Developing Community Through Action Research." In Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research, edited by Alina Slapac, Phyllis Balcerzak, and Kathryn O'Brien, 1-26. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6922-1.ch002

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Abstract

Teacher action research serves as a framework that can transform practice while supporting inquiry, investigation, and problem-solving. This chapter provides a research report on the challenges experienced, strategies used, and lessons learned from 41 graduate education teacher-researchers who designed and implemented their own educational research during the COVID-19 crisis as part of their Action Research Capstone course before graduation. Graduate students were enrolled in three sections of the Action Research course in a Midwestern university. Methodology included a qualitative approach to data collection and analysis. Findings from discussion board posts, reflections, and research papers captured challenges in facing COVID-19, yet participants' engagement in the community of learners within the course ameliorated and buffered stress, trauma, and compassion fatigue felt due to the pandemic's impact on these frontline workers.