Valuing COVID-19 as an opportunity to understand teacher agency
نویسندگان
چکیده
Abstract This paper seeks to better understand how unanticipated disruption influences teacher agency and professionalism. Drawing on a conceptual model of the examines data from focus groups conducted in one Australian K-12 school lived experience teachers (n = 50) during an initial COVID-19 lockdown period, particularly they successfully navigated transition online teaching, subsequent changes practice pedagogy. A grounded theory approach analysis revealed five conditions shaped sense personal achievement this disruption: (1) open individual mindset; (2) permission be flexible respond appropriate ways; (3) reduced complexity; (4) effective relationships with leadership, colleagues, students, parents; (5) parental support. Temporal affective dimensions (iterational—past; projective—future, practical-evaluative—present) were used explore relationship between action for change. Findings suggest was enhanced by focused school-based support which enabled deal rapid Such effectively facilitated reduction complexity, provided structural systemic assistance, valued respected as professionals best placed manage shift learning, try fail, collegial through variety communities Implications future areas research presented.
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ژورنال
عنوان ژورنال: Journal of Educational Change
سال: 2023
ISSN: ['1573-1812', '1389-2843']
DOI: https://doi.org/10.1007/s10833-023-09488-4