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Teachers' perceptions of their professional roles, including norms for how to feel, influence their experiences teaching following a personal loss, such as a miscarriage. Using qualitative coding methods, I analyzed in-depth interviews with teachers who taught following a miscarriage to identify how they managed their emotions related to loss. I found that teachers' perceptions of professional expectations resulted in specific challenges for them following a miscarriage and that teachers engaged in emotional labor to navigate: the silence and stigma surrounding miscarriage; logistical obstacles to taking leave; relationship-building with students; and curricular decisions. Understanding how teachers who were grieving managed their emotions helps school leaders and researchers develop policies and interventions that account for teachers’ emotional labor during bereavement.

Making sense of normalized feelings in teacher education, scholarship on race and gender has spotlighted the affective and emotional landscapes of teaching and detailed how the profession has been shaped around its primary workers, cisgender straight white women. "Dis"affection, though, or unfeeling in ways that disrupt the sociality of affective norms, provides one conceptual and methodological tool for shifting well-worn patterns of normalized feelings in teacher education. Revisiting data from two previous studies of teachers' affective practices, we used disaffection as a lens to analyze interview and group session transcripts, interpreting how unfeeling disrupts the racialized and gendered norms of grieving and liberationist politics of outness in classrooms. Inviting antisociality, disaffection offers researchers and educators a methodological expansion for studying affect, emotion, and feeling in teacher education, specifically by looking for the absent presence of unfeeling.

How might teachers and students deepen dialogic space in online discussions centered on race? This paper explores challenges of creating shared spaces of collective inquiry online across audio/visual/written modes. We explore why participants switch modes--e.g. from oral/visual participation to written chat--while participating in a synchronous video call. We use examples from an online teacher-preparation course at a Southern US university to demonstrate how primarily White prospective/practicing teachers mode-switched during dialogue about Black language and linguistic justice. We identify common types of mode-switching whereby participants resist, revise, and renegotiate dialogic space in online coursework. Across examples, dialogic space emerged or deepened when writing "in the background"--before and/or during class--was foregrounded, bringing prior assumptions and present perspectives into creative tension with emerging understandings. Teachers might consider how relationships among modes like writing and talk, across activities and platforms, can support or inhibit dialogue in face-to-face or online spaces. (150)