#523: Co-designing a Teacher Learning Community to Counter Demoralization for Early Career Elementary Teachers

This paper focuses on a math teacher learning community co-designed to nourish, empower, and sustain early career elementary teachers in their commitments to justice. We investigate the moral dilemmas teachers encountered as they tried to bring their commitments into their everyday math teaching in contexts that did not align with these commitments. We find that the co-designed learning community helped teachers renew their sense of agency in their school contexts and counter forces of demoralization.