Research Article

High school teachers reflect on schooling during and after the COVID-19 pandemic: A case study

James Badger 1 * , Elena Hernandez-Vo 2
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1 College of Education, University of North Georgia, Dahlonega, GA, USA2 Buford City Schools, Buford, GA, USA* Corresponding Author
International Journal of Professional Development, Learners and Learning, 7(1), January 2025, e2504, https://doi.org/10.30935/ijpdll/15693
Submitted: 11 February 2024, Published Online: 05 December 2024, Published: 01 January 2025
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ABSTRACT

This case study analyzed the reflections of high school teachers and an administrator during the COVID-19 pandemic. Interview data gathered from fall 2020 until spring 2021 supports emerging research that underscores the technological challenges and emotional tensions facing teachers and students during this period. Organization change theory provides an interpretative lens to analyze teachers’ vision for schooling post-pandemic and critically illuminates the necessity for rethinking some traditional ways of doing things that includes broadening educational opportunity and narrowing the achievement gap. Recommendations advance a post-pandemic pedagogy and vision of schooling from lessons learned during the pandemic.
Keywords: professional development, technology, organization change theory, COVID-19, case study

CITATION (APA)

Badger, J., & Hernandez-Vo, E. (2025). High school teachers reflect on schooling during and after the COVID-19 pandemic: A case study. International Journal of Professional Development, Learners and Learning, 7(1), e2504. https://doi.org/10.30935/ijpdll/15693

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