Reimagining teacher identity in the post-Covid-19 university: becoming digitally savvy, reflective in practice, collaborative, and relational (original) (raw)
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The suspension of the educational process imposed in all educational levels in many countries due to the rapid spread of the Covid-19 pandemic, together with the need for access to safe teaching, imposed an emergency and massive turn towards online education. This new condition came as a surprise to teachers, who were obliged to use new technologies for the design and the implementation of their teaching, as well as for the communication with and support to their students, changing thus not only the manner of teaching and learning but also the roles they were asked to respond to. The present paper, using semi-structured interview as a tool, studies the views of ten Greek teachers of primary education regarding their role in remote education in the emergency caused by this pandemic, the skills that helped them respond to these roles, the obstacles but also the assistance they encountered in their efforts. The research findings demonstrate that the teachers, with their patience and th...
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The spread of COVID-19 pandemic swept the globe with incendiary events that transformed not only economies and health, but also education at all levels, in all nations, and to all people. The effects on primary, secondary, and higher education were swift, leaving higher education institutions to fend for themselves. In the United States, the delivery of knowledge in a traditional classroom setting changed to exclusively online teaching overnight. This article presents how one California liberal arts college and its graduate teacher education programme prepared its faculty for this significant transition for a different educational setting and teaching methodologies in response to COVID-19. Faculty were resilient to the changes in teaching delivery models of remote/online education that were imminent. The data yielded five themes: Technology-Based Instructional Strategies; Technology-Based Support Office Consultation; Alternative Technology-Based Course Assessments; Feedback for Learning and Teaching Improvement; and Social-Emotional Engagement in Courses, and Support of Clinical Placement that were found to be essential to transitioning to remote/online teaching.