Resilience in Crisis

Alina Slapac, Sarah Coppersmith, Kathryn O'Brien

OAI: oai:igi-global.com:279296 • DOI: 10.4018/978-1-7998-6922-1.ch002

Teacher action research serves as a framework that can transform practice while supporting inquiry, investigation, and problem-solving. This chapter provides a research report on the challenges experienced, strategies used, and lessons learned from 41 graduate education teacher-researchers who designed and implemented their own educational research during the COVID-19 crisis as part of their Action Research Capstone course before graduation. Graduate students were enrolled in three sections of the Action Research course in a Midwestern university. Methodology included a qualitative approach to data collection and analysis. Findings from discussion board posts, reflections, and research papers captured challenges in facing COVID-19, yet participants' engagement in the community of learners within the course ameliorated and buffered stress, trauma, and compassion fatigue felt due to the pandemic's impact on these frontline workers.

Research Methods Education Curriculum Development and Instructional Design Social Sciences and Humanities Library and Information Science