Primary preservice teachers' exploration of possible selves through narrated metaphors during the COVID-19 pandemic

This study examines how primary-level preservice teachers (PSTs) in an online asynchronous course (co-)constructed and (re)negotiated their professional identities through the use of metaphors in online asynchronous courses in the U.S. By using metaphors and narrating their lived experiences in relation to their chosen metaphors, participants expressed their desired and feared identities. Their metaphorical expression of identities reflects the complex interplay between participants' construction of their possible selves within the temporal, social, and spatial context of the COVID-19 pandemic. Individual and collaborative metaphor-based reflections provided a reflective space for PSTs to explore professional becoming and future possibilities at the interface between their sense of agency and their situated temporal, spatial, and social context, even within asynchronous online teacher education courses during the COVID-19 pandemic. [ FROM AUTHOR] Copyright of Research Papers in Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Exploring How COVID-19 Shapes the Professional Identities of South African Student Teachers

This article contributes to the literature on teacher identities by exploring how the pandemic affected the professional identities of final year student teachers at a South African university. The researchers collected journals and interviews from seven participants, and analysed the data through thematic analysis. The findings show that the participants' professional identities were enhanced or negatively affected by teaching in a pandemic. The participants whose professional identities were strengthened became more caring and hard working to support learners who had missed several months of school. Other participants, whose professional identities had been negatively affected by the lack of teaching practice, felt less confident and prepared to become teachers. While all the participants struggled with a heavy teaching load, one participant felt that the sheer amount of work prevented him from becoming a "relational" teacher. Schools and universities might strengthen pre-service teachers' professional identities development by discussing what support student teachers require to enact their preferred professional identities during the COVID-19 pandemic. © 2022 Society for Research and Knowledge Management. All right reserved.

"It is what the situation demands." How Communities of Practice Create Value for CS Teachers in the Time of Covid

The recent pandemic has resulted in challenges to the prioritization of CS curriculum and strained the structures that support and grow the professional development and identity building of the teachers who implement it. In this poster we examine how local chapters of a national CS teacher advocacy organization (the CSTA) support their members during a time of transition and change. Using focus group data collected from an ongoing multi-year longitudinal research project, we tried to better understand the challenges that these entities faced as their normal structures of communication and outreach were closed off, and how such challenges might affect the perceptions of the role that local chapters play in supporting the continued development of their members, including their identity as CS teachers. © 2022 Owner/Author.