确定教师面对COVID-19的优势:来自全球各地的叙述

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2023-01-11 DOI:10.1080/0305764X.2022.2159013

Paola Aiello, E. Pace, U. Sharma, R. Rangarajan, Laura Sokal, Fiona May, Francisca Gonzalez Gil, T. Loreman, Saiful Malak, Elena Martín, A. McIlroy, S. Schwab

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引用次数: 3

摘要

摘要采用赞赏性调查方法，对来自澳大利亚、新西兰、奥地利、意大利、西班牙、加拿大、孟加拉国和印度的教师进行了八次半结构化访谈，以确定他们的内在和外在优势，并了解他们如何在2020年第一次新冠肺炎封锁期间将其转化为实践。尽管教师的背景、教育制度、政策和文化存在差异，但承诺和决心、集体支持和团结是确定的一些共同驱动力。我们的研究揭示了危机时期的机会解决，以及世界各地的教育系统如何更新自身，以确保创新和包容的优质教育。

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Identifying teachers’ strengths to face COVID-19: narratives from across the globe

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.

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.