Identifying Teachers' Strengths to Face COVID-19: Narratives from across the Globe

Autor/inn/en	Aiello, Paola; Pace, Erika Marie; Sharma, Umesh; Rangarajan, Rashmi; Sokal, Laura; May, Fiona; Gonzalez Gil, Francisca; Loreman, Tim; Malak, Saiful; Martín, Elena; McIlroy, Anne-Marie; Schwab, Susanne
Titel	Identifying Teachers' Strengths to Face COVID-19: Narratives from across the Globe
Quelle	In: Cambridge Journal of Education, 53 (2023) 3, S.357-374 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aiello, Paola) ORCID (Pace, Erika Marie) ORCID (Sharma, Umesh) ORCID (Rangarajan, Rashmi) ORCID (Sokal, Laura) ORCID (May, Fiona) ORCID (Gonzalez Gil, Francisca) ORCID (Loreman, Tim) ORCID (Malak, Saiful) ORCID (Martín, Elena) ORCID (McIlroy, Anne-Marie) ORCID (Schwab, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2159013
Schlagwörter	Foreign Countries; Teacher Characteristics; COVID-19; Pandemics; Persistence; Collegiality; Teacher Background; Educational Policy; Cultural Differences; Teacher Effectiveness; School Closing; Adjustment (to Environment); Educational Technology; Electronic Learning; Elementary Secondary Education; Australia; New Zealand; Austria; Italy; Spain; Canada; Bangladesh; India + Suchen Sie Ihr Suchwort? Ausland; Ausdauer; Kollegialität; Politics of education; Bildungspolitik; Kultureller Unterschied; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Australien; Neuseeland; Österreich; Italien; Spanien; Kanada; Bangladesch; Indien
Abstract	An appreciative inquiry approach oriented eight semi-structured interviews conducted with teachers from Australia, New Zealand, Austria, Italy, Spain, Canada, Bangladesh and India to identify their intrinsic and extrinsic strengths and understand how they were able to translate them into practice during the first COVID-19 lockdown in 2020. Commitment and determination, collegial support and solidarity were some of the common driving forces identified, despite the differences in teachers' backgrounds, education systems, policies and cultures. Our research sheds light on opportunity solving in times of crisis as well as on the way education systems worldwide can renew themselves to ensure innovative and inclusive quality education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01