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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.
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 den Autor / die Autorin
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.
Zusammenfassung
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.
