Exploring teachers’ perceptions of videoconferencing practice through space, movement and the material and virtual environments

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

“…Also, the wider context of higher education, i.e., the shifting agendas in higher education and organisational changes associated with these agendas, was generally experienced as having a constraining effect on the development of teacher identity. To the best of our knowledge, one particular agenda in the context of higher education seems to have consequences for the development and negotiation of teacher identity: digitalization and technology-enhanced teaching and learning (Bennett, 2017 ; Kirkwood & Price, 2014 ; McNaughton et al, 2014 ). This agenda affects the teachers’ self-understanding in terms of pedagogy, values and professional and personal narratives (McNaughton & Billot, 2016 ).…”

“…A quantitative study on the intersection between a learning management system (LMS) and teacher identity showed that variations in aspects of professional identity shaped the extent of LMS usage while being predictive of qualitatively different ways of using the LMS for teaching (Liu & Geertshuis, 2021 ). A qualitative study of teachers’ perceptions of video conferencing as a teaching practice revealed that perceived similarities between video conferencing and television created identity confusion for teachers as presenters and academic professionals (McNaughton et al, 2014 ). Furthermore, higher education institutions and their educational development programmes pay only scant attention to how teachers’ identities are shaped and challenged by the agenda of digitalisation and technology-enhanced teaching and learning (Geertshuis & Liu, 2020 ; McNaughton & Billot, 2016 ; Steinert et al, 2019 ).…”