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This paper presents a collective self-study that examines what student teachers and a teacher educator learned from our collective work during the initial Covid-19 shutdown. Using a theory of collaborative inquiry grounded in Brené Brown’s work on resiliency and vulnerability, we examined our work during this time of great struggle. We learned how severe challenges prompted us to enhance our practices and reimagine typical roles while thinking critically and creatively about teaching and learning.

Learning, Growing, Embracing, Transitioning, and Changing: Exploring Resilient Teaching and Learning during the Covid-19 Shutdown