TY - JOUR
T1 - Identifying teachers’ strengths to face COVID-19
T2 - narratives from across the globe
AU - Aiello, Paola
AU - Pace, Erika Marie
AU - Sharma, Umesh
AU - Rangarajan, Rashmi
AU - Sokal, Laura
AU - May, Fiona
AU - Gonzalez Gil, Francisca
AU - Loreman, Tim
AU - Malak, Saiful
AU - Martín, Elena
AU - McIlroy, Anne Marie
AU - Schwab, Susanne
N1 - Publisher Copyright:
©, University of Cambridge, Faculty of Education.
PY - 2023
Y1 - 2023
N2 - 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.
AB - 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.
KW - appreciative inquiry
KW - COVID-19
KW - Inclusion
KW - remote teaching
KW - teacher commitment
KW - teacher strengths
UR - https://www.scopus.com/pages/publications/85146718852
U2 - 10.1080/0305764X.2022.2159013
DO - 10.1080/0305764X.2022.2159013
M3 - Article
AN - SCOPUS:85146718852
SN - 0305-764X
VL - 53
SP - 357
EP - 374
JO - Cambridge Journal of Education
JF - Cambridge Journal of Education
IS - 3
ER -