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- Vol 2 RE: Chapter 11
teacher preparationprofessional learningclinical practiceculturally responsive teachingteacher inductioneducational resiliencecollaborative capacityJournal article Evidence summaryAt a glance
Darling-Hammond and Hyler consider what educator preparation and professional learning require during COVID-19 and beyond. The pandemic intensified demands to address academic disruption, social-emotional needs, inequitable access, trauma, and rapidly changing combinations of remote, blended, and classroom teaching.
Key ideas
The authors argue that systems should not respond with short-term deregulation or reduced preparation. Instead, they should invest in strong initial preparation grounded in learning and development, clinical practice, culturally responsive teaching, and effective uses of technology. They also call for professional learning organised around educators’ immediate problems of practice, mentoring and induction for novices, new leadership and specialist roles, and protected time for collaboration with colleagues, families, and community partners. The central claim is that resilience depends on professional capacity and supportive working conditions.
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Recovery policies should therefore strengthen the educator learning continuum and enable collective adaptation rather than leaving individual teachers to improvise alone.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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