Teachers and Teaching Post-COVID

Seizing Opportunities for Change
1. Auflage 2023
ISBN: 978-1-032-39950-8
Verlag: Routledge

Buch, Englisch, 352 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 696 g

Featuring a broad swathe of academic research and perspectives from international contributors, this book will capture and share important lessons from the pandemic experience for teaching practice and teacher learning more broadly.

Looking at core teaching values such as the facilitation of learning, the promotion of fairness and equality, and community building, the book centres the records of teachers’ experiences from diverse educational phases and locations that illuminate how the complexity of teaching work is entangled in the emotional, relational, and embodied nature of teachers’ everyday lives. Through rich, qualitative data and first-hand experience, the book informs the decisions of teachers and those who train, support, and manage them, promoting sustainable, positive transformation within education for the benefit of educators and learners alike.

This book will be of use to scholars, practitioners, and researchers involved with teachers and teacher education, the sociology of education, and teaching and learning more broadly. Policy makers working in school leadership, management, and administration may also benefit from the volume.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Marsh-Davies, Katy

Burnett, Cathy

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung

Inhaltsverzeichnis

Introduction 1. Teachers and Teaching Post-COVID  Priorities: Reassessing Roles and Responsibilities 2. Part-time women teachers- having it all?  3. Experiences of student teacher mothers before and during COVID-19: lessons in flexibility  4. Teaching through the menopause: A flexible work paradox  5. Teacher well-being in times of COVID  6. Stories found within higher education: shifting professional identities of academics  7. Claiming professionalisation: Supporting Caribbean early childhood teachers’ professional identities post-COVID-19  Alliances: Relationships, Connections and Community 8. “We're Still Trying To Figure Out Every Single Day”: Teaching Since COVID-19  9. New ways of working and new opportunities: Early childhood leaders’ professional practice post-COVID  10. Pandemic Parenting – Balancing Change, Capabilities, and Culture  11. Stacking Stories as Inquiry into Practice: Co-Teaching an Online Literacy Club for Youth  Re-imaginings: New Ways of Teaching and Being a Teacher 12. What the COVID-19 Pandemic has taught us about becoming a teacher: Lessons for Post-pandemic realities  13. Opportunities for Modernising and Revolutionising Education Systems Post-COVID: Drawing on an international survey of teachers’ experiences during the COVID-19 pandemic  14. Sociomaterial perspectives on hybrid learning in primary classrooms during the COVID-19 pandemic  15. Learning to Read the (Digital) Room During the COVID-19 Pandemic: Teacher Perspectives  16. Post-COVID Pedagogy: Intersectional Identities and Technological Spaces  Conclusion 17. COVID-19: A Catalyst for Change

Über Autor(innen)

Katy Marsh-Davies is Senior Lecturer of Human Resource Management & Organisational Behaviour at Sheffield Hallam University, UK.

Cathy Burnett is Professor of Literacy and Education at the Sheffield Institute of Education, Sheffield Hallam University, UK.