Teaching and teacher education in the time of COVID-19

Allen, Jeanne; Rowan, Leonie; Singh, Parlo

doi:10.1080/1359866x.2020.1752051

Cited by 269 publications

(213 citation statements)

References 2 publications

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“…However, as teachers report feeling increasingly burdened by teaching in classes with stringent hygiene rules that require alternative pedagogies, increases in their contact hours through the creation of smaller groups, and the obligation to offer online resources for learners who are unable to attend school (Allen et al 2020; GEW 2020b; Teacherlise 2020), it is imperative that existing and new impositions on them are considered. Teachers who are overwhelmed are less likely to be able to meaningfully reflect on the reasons for this state of affairs and address potential gaps in their competences that increase these burdens, especially as they require critical distance from their own norms.…”

Section: Discussionmentioning

confidence: 99%

German Teachers’ Digital Habitus and Their Pandemic Pedagogy

Blume

2020

Postdigit Sci Educ

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After closing public schools in early 2020 to slow the spread of Covid-19, attempts to provide continuity of education in Germany by means of digital tools faltered in variety of ways, with insufficient competence and inadequate technology leading to inequitable access and uneven implementation. Understanding how German teachers were caught unprepared in this time of crisis, especially in comparison with their European neighbors, requires an examination of their habitus as discussed by Bourdieu and Wacquant (1992) that accounts for their behaviors beyond existing models regarding technology acceptance. Drawing on existing sociological and media-related studies, this contribution will describe the attitudes of German teachers and educational decision-makers in light of their digital, cultural, and educational habitus to provide a partial explanatory account for the current state of affairs. It will show how traditional skepticism for innovation among teachers in general, and German teachers in particular, is reinforced by demographic and sociological characteristics of the German teacher population and the nature of German schooling. After describing extant conditions regarding digitally mediated educational experiences during the initial Covid-19 phase in Germany based on emerging data, this article will subsequently identify prospective issues in this area in the near future. While the transition to digital teaching and learning has the potential to bring about a number of challenges, early data suggests that a possibility of significant positive development may occur as well. Based on these indications, the article will conclude with implications for teacher professionalization going forward.

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Section: Discussionmentioning

confidence: 99%

German Teachers’ Digital Habitus and Their Pandemic Pedagogy

Blume

2020

Postdigit Sci Educ

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“…Hartshorne et al 2020;Ferdig et al 2020;Moorhouse 2020;Trust and Whalen 2020). Meanwhile, in the second category (into which this paper falls), reflective pieces and editorials raise broader questions around what the longer-term implications of the crisis might be for education and how teacher education should respond (Allen, Rowan, and Singh 2020;Selwyn 2020;Tranier et al 2020).…”

Section: Online Teacher Education Pre-and During Covid-19mentioning

confidence: 99%

Reconceptualising relatedness in education in ‘Distanced’ Times

Murray

Heinz

Munday

et al. 2020

European Journal of Teacher Education

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As schools and universities worldwide tentatively move beyond an initial emergency response to the Covid-19 pandemic, the prospect of socially-distanced learning spaces prompts us to ask how we can maintain good educational relationships. Supporting students in a time of far-reaching changes means acknowledging that certain normalised practices, and the conceptual frameworks embedded within them, have come under significant duress. Resisting the urge to rush to quick solutions and seeing our common vulnerability and uncertainty as an opportunity for growth, we, a multidisciplinary teacher education faculty, chose to pause and use this moment of recalibration to develop a new set of orienting priorities for teacher educators. We reflect on dynamics of care, control and power inherent in educational relationships and demonstrate how relatedness in education expands beyond the human and the local towards fostering a common sense of global and ecological responsibility.

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“…In other words, radical flexibility is a backdoor into thinking not just about how to deliver education equitably, but to ask what kind of education, what kind of university, do we want—which is in turn to ask, what kind of life, what kind of future do we want, and for whom? These are the kinds of questions that education theorists worthy of the crises of the pandemic, climate change, and global racial and colonial injustice are asking (Allen et al 2020 ; Bozkurt et al 2020 ; Costello et al 2020 ). This means that rather than proposing solutions to a series of complex problems, radical flexibility is an invitation to imagine and turn to the tools, mechanisms, and systems needed in order to create life-sustaining education, not just for some, but all, and not just for now, but far into the future.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Radical Flexibility and Relationality as Responses to Education in Times of Crisis

Veletsianos

Houlden

2020

Postdigit Sci Educ

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As educational institutions negotiate numerous challenges resulting from the current pandemic, many are beginning to wonder what the future of education may look like. We contribute to this conversation by arguing for flexible education and considering how it can support better—more equitable, just, accessible, empowering, imaginative—educational futures. At a time of historical disorder and uncertainty, we argue that what we need is a sort of radical flexibility as a way to create life-sustaining education, not just for some, but for all, and not just for now, but far into the future. We argue that such an approach is relational, and centers justice and trust. Furthermore, we note that radical flexibility is systemic and hopeful, and requires wide-ranging changes in practices in addition to the application of new technologies.

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Teaching and teacher education in the time of COVID-19

Cited by 269 publications

References 2 publications

German Teachers’ Digital Habitus and Their Pandemic Pedagogy

German Teachers’ Digital Habitus and Their Pandemic Pedagogy

Reconceptualising relatedness in education in ‘Distanced’ Times

Radical Flexibility and Relationality as Responses to Education in Times of Crisis

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