Abstract
In this COVID-era study, Catholic school teachers report the challenges that they experienced in supporting classroom communities during remote instruction, as well as the strategies that they enacted to address such challenges and make robust relationships with and among remote students. While teachers engaged in remote teaching, they were also studying in a Catholic Master of Arts in Teaching program, where they participated in weekly Freirian culture circles — structured dialogues designed to help teachers identify problems of equity and collectively devise appropriate responses. The teachers found that classroom community was hindered by a lack of in-person affordances, socioemotional stressors related to the pandemic, struggles to engage students, and structures of hybrid teaching. In response, teachers used the culture circles to create and/or share strategies for supporting remote classroom communities, such as classroom meetings and smallgroup collaboration. Teachers recognized that efforts to develop classroom communities were intimately connected to commitments to equity.
Highlights
I n March 2020, Catholic elementary and high schools across the country responded to the COVID-19 health crisis by rapidly closing physical campuses and transitioning to remote schooling
This study examined the efforts of Catholic school teachers who, in the spring and fall of 2020, endeavored to cultivate robust classroom communities in the face of challenges surfaced by remote teaching amidst a pandemic
The teachers participated in Freirian culture circles, which were embedded in their graduate coursework toward a master’s degree and which centered on the problems of practice they encountered in remote teaching
Summary
I n March 2020, Catholic elementary and high schools across the country responded to the COVID-19 health crisis by rapidly closing physical campuses and transitioning to remote schooling. The study explored the challenges that Catholic school teachers encountered in remote teaching, and the responsive approaches they developed in culture circles to address these problems and establish connections within virtual classrooms.
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