ABSTRACT
This chapter explores the issues framing teachers’ professional learning and development, along with the dynamics of roles and architectures of temporality shaping the meaning-making and policy-making processes during the COVID-19 pandemic in Romania. Conceptual and processual factors constraining the innovative approaches to teachers’ PLD are identified. Some of these constraints have systemic and structural roots. Others are of epistemic nature and could remain concealed, should the inquiry abide by linear models of framing the research design. The greater risk associated with linear approaches to conceptualizing learning, responsibility, and change through crisis rests with hindering the ethical and political responsibilities conjoined with innovating teachers’ professional learning and development. The pandemic crisis has provided great opportunities to see that innovating the teachers’ professional learning demands that we recognize the complex multitude of factors and agencies cutting into post-pandemic innovative approaches to PLD.
