Journal on Empowering Teaching Excellence


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Recent global events pushed in-person learning to online formats. As K-12 teachers struggled with shifting from in-person to online teaching while adapting and adjusting instruction, and higher education prepared to do the same, two faculty members in a TESOL teacher preparation program joined forces to question assumptions about online teaching, reflect on praxis, and revisit pedagogy and practices through a critical autoethnographic study. Building from adult constructivist learning theory and collegial inquiry, the researchers utilized the pandemic as a stage for innovation and an opportunity to study their own ability, as teacher educators, to adapt and develop in changing circumstances. Researcher journals, course evaluations, student projects, and recorded classes and discussions were analyzed to question assumptions about online pedagogy, perceptions of professors and students, and what innovation could accompany the return to face-to-face learning or hybrid models. This article presents their findings and offers a discussion about the importance of faculty re-envisioning pedagogical practices that move beyond traditional lectures in favor of a more learning-centered classroom which prioritizes problem solving and applying new knowledge in a variety of contexts. Furthermore, the researchers note the importance of collegial inquiry to innovating higher education.