Reimagining Teacher Identity in the Post-COVID-19 University: Becoming Digitally Savvy, Reflective in Practice, Collaborative, and Relational
Educational and Developmental Psychologist
; 40(1):18-26, 2023.
Article
in English
| ProQuest Central | ID: covidwho-20235629
ABSTRACT
Objective:
Through the crisis of COVID-19 university teachers have been pushed into the realm of emergency remote teaching (ERT), familiar ways of living, working and being, brought unprecedented additional uncertainty and vulnerability to an already highly complex context. The purpose of this narrative review was to look at how these transformations affected teacher identity and the ways relationality shifted during this time. The intention was to bring relationality, care, collaboration, and excellent teaching possibilities, into the centre of our thinking. Whilst recognising the pandemic as a traumatic experience for many, it is a hopeful paper.Method:
An examination and thematic analysis of literature published from March 2020-November 2020 on ERT.Results:
The crisis and corresponding shift to teaching online demanded faculty to overcome their bias against online delivery, reimagine teaching, resulting in increased innovation and unexpected positive experiences which continue to rise.Conclusion:
Teachers already engaging with student-centred approaches, relational pedagogies, reflective practice, community networks, and/or digital technologies managed the transition to online teaching and learning more effectively. Future teacher training requires effective online education, how to design and deliver, how to collaborate, and how to make relational connections with others, and access to resources.
ERIC; Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Teacher Attitudes; Pandemics; Technological Literacy; Online Courses; Foreign Countries; Reflective Teaching; Adjustment (to Environment); Interpersonal Relationship; COVID-19; New Zealand; Teacher Collaboration; Distance Education; Student Centered Learning; Educational Technology; College Faculty; Professional Identity
Full text:
Available
Collection:
Databases of international organizations
Database:
ProQuest Central
Type of study:
Qualitative research
/
Reviews
Topics:
Long Covid
Language:
English
Journal:
Educational and Developmental Psychologist
Year:
2023
Document Type:
Article
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