ABSTRACT
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.
TABLE OF CONTENTS
part |22 pages
Introduction
part |119 pages
Priorities
chapter 3|21 pages
Experiences of student-teacher mothers before and during COVID-19
chapter 6|21 pages
Stories found within higher education
chapter 7|15 pages
Claiming professionalisation
part |80 pages
Alliances
chapter 9|18 pages
New ways of working and new opportunities
chapter 11|21 pages
Stacking stories as inquiry into practice
part |83 pages
Reimaginings
chapter 12|17 pages
What the COVID-19 pandemic has taught us about becoming a teacher
chapter 13|14 pages
Opportunities for modernising and revolutionising education systems post-COVID
chapter 15|17 pages
Learning to read the (digital) room during the COVID-19 pandemic
part |19 pages
Conclusion