Supporting EdD Scholar-Practitioners through the COVID-19 Pandemic Using an Ethic of Care

Authors

DOI:

https://doi.org/10.5195/ie.2023.263

Keywords:

education doctorate, EdD faculty, ethic of care, COVID-19 pandemic

Abstract

Given the significant challenges PK-12 educational leaders currently face, the purpose of this essay is to orient EdD faculty with Noddings’ (1984/2003) care ethics as a framework for conceptualizing their work and employing care acts to support EdD scholar-practitioners through the COVID-19 pandemic. Practical strategies for this work are suggested. The author argues that Noddings’ (1984/2003) ethic of care provides a timely lens through which EdD faculty’s actions can be guided. Due to the COVID-19 pandemic, faculty have become tasked with supporting their students’ socioemotional well-being in addition to their academic progress. EdD faculty must be responsive to these needs if they are to retain students and effectively train scholar-practitioners to identify and address problems of practice. Stemming from this argument, future research could empirically investigate how employing care ethics affects scholar-practitioners’ well-being, program satisfaction, retention, and completion rates.

Author Biography

Sarah Capello, Radford University

Assistant Professor

Division of Education

 

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Published

2023-02-27

How to Cite

Capello, S. (2023). Supporting EdD Scholar-Practitioners through the COVID-19 Pandemic Using an Ethic of Care. Impacting Education: Journal on Transforming Professional Practice, 8(1), 37–40. https://doi.org/10.5195/ie.2023.263

Issue

Vol. 8 No. 1 (2023): Regular Issue

Section

Essays

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