The aims of this paper are to explore novice teachers' experiences in the Covid-19 crisis, and to examine their professional identity construction process. During the global crisis, novice teachers had to deal with unexpected challenges and take advantage of new opportunities. This study is based on 32 narratives of novice teachers in Israel who took part in a one semester online Zoom induction in two workshops. The open conversations narratives in the meetings were recorded and transcribed, and then subjected to categorical content analysis. The findings show the challenges and opportunities related to three central categories: technological, pedagogical and educational system in the novice teachers' experiences. The main contributions of this study are: understanding the novice teachers' experiences in the uncertainty and turmoil of the crisis, and learning about professional dilemmas and tensions which gave rise to various challenges and opportunities that that supported the construction their professional identity.
This article is based on case study employing a narrative research on the life story of an early childhood teacher educator and on field observations. The article examines power relations and caring in the spirit of feminist pedagogy in three different contexts: (1) the teacher educator's life story; (2) an analysis of the lessons observed; (3) the feedback session with a teacher student, as well as interviews following the observations. The research shows that experiences of gendered power relations shape the teacher educator's feminist educational perspective. Yet the attempt to translate power relations and caring from feminist ideology into professional practice is complex, reflecting the possibilities and limitations of the teacher educator'sprofessional role.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.