Not all who wander are lost

Navigating teacher literacy education in a pandemic

Abstract

Providing high quality professional development and education in literacy for inservice teachers is an essential element of student success. During the COVID-19 pandemic, the authors, a teacher literacy educator and doctoral student, began collaborating as critical friends interested in self-study.  This led to a study investigating the components that inform how literacy learning can best be facilitated for inservice teachers in the context of the pandemic. This article explores their journey as they struggled to redefine their professional identities and practices, ultimately discovering that care is at the center of both.