Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19

Abstract

Worldwide, the Covid-19 pandemic has transformed teaching contexts rapidly. Studies on the effects of the Covid-19 pandemic have largely focused on students’ learning and well-being. In contrast, little is known about how emergency online teaching affects teachers. The aim of this study was to examine how disrupted teaching contexts during the Covid-19 pandemic affected academic teacher identities in health science education. Interviews were conducted with 19 experienced lecturers in health science education from two universities. Interview data were analysed using systematic text condensation. The established codes were compared across interviews to identify common themes and subsequently synthesized into descriptions of the emerging phenomena. Findings indicated that a form of embodied teacher identity, i.e. internalized teaching practices turned into dispositions, constituted a basic pedagogical condition and a resource for the teachers, and that the sudden change in the teaching context caused a loss of teacher identity. This identity loss was related to an incorporated understanding and use of the teacher’s sense of the classroom (subtheme 1), non-verbal feedback from students (subtheme 2) and reciprocal visual contact (subtheme 3). Data also indicated that teachers’ ability to adapt their teaching to students’ needs while teaching and teachers’ motivation and job satisfaction may have suffered. Universities should carefully consider how to cultivate sustainable and adaptive teacher identities compatible with the increasing digitalization of learning environments. Teaching is an embodied affair, and teacher identities are sensitive to structural changes in teaching contexts.

Exploring the impact of disruption on university staff resilience using the dynamic interactive model of resilience

“…Many academics considered the digital disruption of the pandemic to have a negative impact on pedagogical practice, reducing it to something transmissional, rudimentary, technical and easily automated, leaving tutors feeling "disembodied and depersonalised purveyors of education" (Watermeyer et al, 2021 p. 632). As teachers and university staff encountered the changes, it affected their sense of identity and led to role ambiguity, impacting their sense of appreciation, connectedness, competence, commitment and career trajectory (Christensen et al, 2022;Maitland & Glazzard, 2022).…”

“…Postpandemic pedagogies are likely to blur educational times, spaces, roles and identities, and staff need to be sensitised to, and prepared for, this lack of grounding. This will help to ease the sense of powerlessness staff feel when change is taking place, but it cannot remove the challenge of altered identities and teaching practices that might be experienced without warning or consent (Christensen et al, 2022). The sense of vulnerability associated with this, however, can be reduced if university systems and processes are maintained and kept responsive and if universities cultivate adaptive identities.…”

The Mediating Role of Teacher Identification in the Relationship Between Psychological Distress and Teacher Satisfaction During COVID-19

“…The former is conceptualized as an employee's sense of personal attachment to the organization which includes embracing its goals and values while the latter refers to internalized sense of pressure to align one's goals to the values and interests of the organization. 18 Several studies [19][20][21] have suggested that the migration to an online environment due to COVID-19 prevention measures has generated tension in teacher's professional identities because they did not select to be online teachers. Instead, this role was thrust upon them and impacted on their ability to connect with their colleagues and students.…”

“…Several studies 19 - 21 have suggested that the migration to an online environment due to COVID-19 prevention measures has generated tension in teacher’s professional identities because they did not select to be online teachers. Instead, this role was thrust upon them and impacted on their ability to connect with their colleagues and students.…”

Universitetspædagogikkens udvikling og aktuelle udfordringer

“…En anden blind plet er, at der synes at have vaeret en tendens til frakobling af underviseren som en sansende og stillingstagende person i moderne universitetspaedagogik -både i kompetenceudviklingen af underviserne og i den universitetspaedagogiske forskning ( van Dijk, van Tartwijk, van der Schaaf & Kluijtmans, 2020). Ikke desto mindre peger et nyt dansk studie på, at underviseridentiteter er sensitive overfor strukturelle aendringer i undervisningskonteksten (Christensen, Nielsen & O'Neill, 2022).…”