Teachers' Emotion and Identity Work During a Pandemic

Jones, Alexis; Kessler, Meghan A.

doi:10.3389/feduc.2020.583775

Cited by 93 publications

(75 citation statements)

References 30 publications

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“…We agree that technology is not neutral; it changes people and spaces (schools and homes) in their attempts to engage with it. Jones and Kessler [27] argue that teachers' agency and consequently their realisation of their identities were severely impacted by COVID-19 and our data suggests that engagement with technology contributed significantly to this impact. They quote a teacher describing "the need to separate her work from her personal life, something that in the COVID-19 era teachers have been increasingly un-able to do" (p. 3).…”

Section: Discussionmentioning

confidence: 56%

“…teachers are now dealing with a complete disruption of their storied professional landscape and, therefore, their sense of how they know themselves and their students. Formerly, "changes ripple [d] through the school and influence the whole web of stories" (Clandinin and Connelly, 1996, p. 160), now the changes have come as something akin to a forest fire, requiring a full remaking of the landscape and teachers' stories of self [27].…”

Section: Discussionmentioning

confidence: 99%

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Technology as Thirdspace: Teachers in Scottish Schools Engaging with and Being Challenged by Digital Technology in First COVID-19 Lockdown

et al. 2021

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This paper looks at the impact of digital technology on teaching and learning in primary schools in Scotland during the first COVID-19 lockdown from March to June 2020. The pandemic has challenged our understanding of schooling as, for the first time in many years, schools as we know them were shut and the school building was removed as the site of teaching and learning. This paper uses the concept of Thirdspace as developed by Edward Soja (1996), where Thirdspace is understood as an in-between space between binaries that enables the possibility to think and act otherwise. Drawing from qualitative data from interviews with primary school teachers, this paper explores how the lockdown in general, and digital technology in particular, facilitated a Thirdspace in the first COVID-19 lockdown. Findings from the study indicate that engaging with digital technology offers the teacher more possibilities than they have come to expect in the physical space of traditional schooling.

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Section: Discussionmentioning

confidence: 56%

Section: Discussionmentioning

confidence: 99%

Technology as Thirdspace: Teachers in Scottish Schools Engaging with and Being Challenged by Digital Technology in First COVID-19 Lockdown

et al. 2021

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“…Nevertheless, it is encouraging to see other teacher educators have begun to reflect on the implications to pedagogy and practice. These included a number of Frontiers articles (Siemens, 2005;Burns et al, 2020;Cameron-Standerford et al, 2020;Jones and Kessler, 2020;Thomas, 2020;Allo, 2020) as well as other peer reviewed articles (Johnson et al, 2020;McCormack, 2020;Prince et al, 2020;Rapanta et al, 2020). In addition, there has been a plethora of non-peer reviewed publications included in educational websites to support practitioners, administrators, and students as they seek success in alternate delivery modes of teaching and learning in higher education (Academic Matters, Canadian Digital Learning Research Association, CAUT, Educause, Every Learner Everywhere, Inside Higher Education, Online Learning Consortium, The Chronicle, TEACHONLINE).…”

Section: Literature Reviewmentioning

confidence: 99%

“…All of the studies reviewed in the recent literature cite a need for presence in the alternate delivery mode (Cameron-Standerford et al, 2020;Coman et al, 2020;Jones & Kessler, 2020;Murdock and Williams, 2020;Prince et al, 2020;Rapanta et al, 2020;Thomas, 2020). Strategies are cited in some of the peer reviewed literature to support the pivot.…”

Section: Teaching Strategies For Alternate Delivery Modelsmentioning

confidence: 99%

Finding Our Way Through a Pandemic: Teaching in Alternate Modes of Delivery

Howe

Watson

2021

Front. Educ.

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The COVID-19 pandemic caused a dramatic pivot to online learning and has forced teachers to critically re-evaluate teaching strategies. Thus, the questions, framing this self-study were: 1) How will I be able to do the learning activities I normally do in the classroom online including individual work, group activities, debates, and whole class discussions? and 2) How will I be able to pivot my signature lessons to the alternate delivery model? This self-study of teaching and teacher education practices (S-STTEP) builds on previous research to transform traditional face-to-face lessons into effective online lessons using alternate modes of delivery. In this paper, Ted shares some of his signature lessons including ice-breakers, critical response questions, discussions, group activities, and jigsaws, utilizing Moodle, Big Blue Button, Padlet, Google Docs, and other online tools. With Georgann’s help as a critical friend, Ted critically analyzed his teaching of Master of Education graduate students through S-STTEP. In addition, he explored comparative ethnographic narrative (CEN) as another way of knowing within the S-STTEP space. Data included detailed weekly reflections. In addition, students provided written feedback at the end of each class, and at the end of term through a survey and course evaluation. Ted shared weekly electronic journal reflections and student feedback with Georgann, via email and teleconferences. Then, together Ted and Georgann made meaning from these field texts. The research text evolved from teacher-to-teacher conversations. Promising pedagogies for synchronous and face to face learning were identified with several signature lessons the focus. Georgann, as Ted’s critical friend helped confirm and verify the most significant results amongst the many interesting reflections made.

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“…To respond to this unexpected and unprecedented challenge, school systems in many countries around the world have attempted to rapidly transition to remote learning, playing a significant role in restoring -at least partially -the severed communication and relationships between educators, teachers, children, and families (Bhamani et al 2020;Pagani, Falcone, Pastori, Zaninelli, 2020). As billions of children, adolescents and young people have become virtual-school learners, teachers have had to embrace new complexities and "reinvent" their professionalism to meet the challenge of distance teaching (Di Nunzio, 2020;Jones, Kessler, 2020;Kim, Asbury, 2020;Pagani, Passalacqua, 2020;SIRD, 2020).…”

Section: Introductionmentioning

confidence: 99%

Parents’ view on distance learning during lockdown. A national survey

Pagani¹

2021

rief

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During the COVID-19 emergency, between March and May 2020, Italy was in an almost complete lockdown situation and millions of Italian children of all ages, overnight, stopped going to school and started receiving telematic communications from teachers or educators. Lockdown and distance learning had a significant impact on the overall well-being of parents and students and this study represents a contribution to deepen the understanding of parents’ perceptions and observations on it. The study was an exploratory cross-sectional quantitative research project and the data was gathered through a structured computer-assisted web survey, administered right after the total lockdown, between May 19th and June 2nd, reaching out to 6.905 parents of 9.802 primary and secondary school children (5-18 year old children). The data gathered offered a clear picture of the conditions in which distance learning occurred during the months of lockdown and reliably detected an overall stressful situation for many families and many children and adolescents. Results highlight the weaknesses of distance learning, lacking crucial functions that constitutively distinguishes an “in-person” school, of socio-cultural protection, parental support, and social arena.

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Teachers' Emotion and Identity Work During a Pandemic

Cited by 93 publications

References 30 publications

Technology as Thirdspace: Teachers in Scottish Schools Engaging with and Being Challenged by Digital Technology in First COVID-19 Lockdown

Technology as Thirdspace: Teachers in Scottish Schools Engaging with and Being Challenged by Digital Technology in First COVID-19 Lockdown

Finding Our Way Through a Pandemic: Teaching in Alternate Modes of Delivery

Parents’ view on distance learning during lockdown. A national survey

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