English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

In 2020, COVID-19 disrupted schooling disproportionately affecting economically disadvantaged learners, students of color, and those living in rural spaces. Nearly three years following its initial onset, the world has entered a  post-pandemic  era. Consequently, all teachers need continued professional support and training related to online (and emergency remote) instruction. This mixed methods study explored the experiences of K-12 language teachers (English as a Second or Other Language [ESOL] and World Language [WL]) in rural Mississippi who engaged with one another through an online professional development (OPD) workshop designed to improve their knowledge and skills related to online language pedagogy. The 50 educators in this study reported significant improvements in their knowledge base, intentions to modify their praxis, and more positive perceptions of working with distance or remote learners. Additionally, the OPD led teachers to challenge their traditional professional identities thereby recognizing their new roles as rural teacher leaders, architects, and collaborators. The findings of this study can address gaps in rural teacher professional support during disrupted contexts including both the design of quality OPD experiences as well as the affordances of discussions related to post-pandemic language teaching.

Professional Development in Collaborative Online Spaces: Supporting Rural Language Teachers in a Post-Pandemic Era