Realities of education in the United States changed in March of 2020 with the spread of COVID-19. Transitioning to virtual learning has impacted us all in different, and often, inequitable ways.
Realizing my own students' fears and uncertainties, I began investigating crisis theory. I developed the Crisis Theory with/in Teacher Education Programs (CT-TEP) model (Baker, 2021), which explores how teacher education programs can assist preservice teachers in coping with crises, whether it be the COVID-19 pandemic, issues of systemic racism that led to nationwide protests in the summer of 2020, or any other crisis to come through understanding our possible selves. This research focuses on crises and their impacts on teacher identit/ies with/in teacher preparation programs.
The following scholarship focuses on the exploration of possible selves, teacher identity, and/or crises with/in teacher education.
Butala, M., & Baker, J. S. (2022). Hope for the Twin Cities: Poetic reflections amid systemic racism. Qualitative Inquiry. https://doi.org/10.1177/10778004221111375
Baker, J. S. (2022). Coping during multiple crises: Performative spaces in teacher education. In K.F. Lewis, K. Banda, M. Briseno, & E. J. Weber (Eds.). The Kaleidoscope of Lived Curricula: Learning Through a Confluence of Crises (pp. 43-61). Information Age Publishing.
Baker, J. S. (2021). Poetry and possible selves: Crisis theory with/in teacher education programs. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103393
Baker, J. S. (2022, May). The fall of 2020: Understanding preservice teachers’ perceptions of crises. Paper presented at the International Congress of Qualitative Inquiry (ICQI) Annual Meeting, Virtual.
Baker, J. S. (2022, February). Learning through crises: Content exploration using coping mechanisms. Presentation at the Western Wisconsin Education Conference, Virtual.
Baker, J. S. (2021, October). Art and crisis: Preservice teachers’ coping amid multiple crises through art. Paper presented at the Curriculum & Pedagogy Group Conference, Virtual.
Baker, J. S. (2021, May). Me, myself, and I will: How initial preservice teachers see themselves. Paper presented at the International Congress of Qualitative Inquiry (ICQI) Annual Meeting, Virtual.
Baker, J. S. (2021, April). Crisis theory with/in teacher education programs (CT-TEP): Understanding preservice teachers’ possible selves concerning COVID-19 and systemic racism. Paper presented at the American Educational Research Association (AERA) Annual Meeting, Virtual.
Works in Progress:
Baker, J. S. et al. (n.d.). Art and Crisis: Preservice Teachers’ Coping Amid Constantly Changing Landscapes. Under review.