Attempting to Implement A Pedagogy of Care during the Disruptions to Teacher Education Caused by COVID-19: A Collaborative Self-Study

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

Studying Teacher Education Pub Date : 2021-05-04 DOI:10.1080/17425964.2021.1925644

B. Moorhouse, M. C. Tiet

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引用次数: 19

Abstract

ABSTRACT This article reports on a collaborative self-study conducted by the authors (two teacher educators) as we attempted to implement a pedagogy of care during the disruptions to teacher education caused by COVID-19. Due to the pandemic, we were required to conduct our teacher education courses synchronously online through video-conferencing software. Although this mode of instruction allowed us to continue teaching despite the restrictions necessitated by COVID-19, the relational aspect of teaching and the role of care seemed to be limited and became an important concern for us. Through self-study, we aimed to improve our online teaching practices by enacting a pedagogy of care during one full semester. We detail our attempts to conceptualise a pedagogy of care for the online classroom, begin our courses from a position of care and prioritize and maintain care throughout the semester. We also present the ongoing challenges we experienced in implementing a pedagogy of care online. While recognising that everyone has been affected by COVID-19 in different ways, we hope through sharing our experiences, others can learn from them and conceptualise and implement a pedagogy of care in their contexts.

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在新冠肺炎对教师教育的干扰中实施关怀教学法的尝试——一项协作式自学研究

本文报告了作者(两位教师教育工作者)在2019冠状病毒病(COVID-19)导致教师教育中断期间试图实施关怀教学法时进行的一项合作自学研究。由于疫情，我们需要通过视频会议软件同步在线进行教师教育课程。尽管这种教学模式使我们能够在COVID-19的限制下继续教学，但教学的关系方面和护理的作用似乎有限，成为我们关注的重要问题。通过自学，我们的目标是通过制定一整个学期的关怀教学法来改进我们的在线教学实践。我们详细介绍了我们的尝试，将在线课堂的护理教学法概念化，从护理的角度开始我们的课程，并在整个学期中优先考虑并保持护理。我们还介绍了我们在实施在线护理教学法方面所经历的持续挑战。虽然认识到每个人都以不同的方式受到COVID-19的影响，但我们希望通过分享我们的经验，其他人可以从中吸取教训，并根据自己的情况构思和实施护理教学法。

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来源期刊

Studying Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

43.80%

发文量

期刊介绍： Studying Teacher Education invites submissions from authors who have a strong interest in improving the quality of teaching generally and of teacher education in particular. The central purpose of the journal is to disseminate high-quality research and dialogue in self-study of teacher education practices. Thus the journal is primarily a forum for teacher educators who work in contexts and programs of teacher education.