'Kindness and empathy beyond all else' : Challenges to professional identities of Higher Education teachers during COVID-19 times

Journal article


Cain, Melissa, Campbell, Chris and Coleman, Kathryn. (2022). 'Kindness and empathy beyond all else' : Challenges to professional identities of Higher Education teachers during COVID-19 times. The Australian Educational Researcher. 50, p. 1233–1251. https://doi.org/10.1007/s13384-022-00552-1
AuthorsCain, Melissa, Campbell, Chris and Coleman, Kathryn
Abstract

COVID-19 has continued to effect higher education globally in significant ways. During 2020, many institutions shifted learning online overnight as the sector closed its doors and opened new sites for remote teaching. This article reports on an international study [Phillips et al., 2021] that sought to capture how cross-sectoral teachers experienced these emergency changes during the first months of restrictions. The data, analysed using narrative identity theory, revealed concerns that fall into two broad categories: technologies and relationships. Significantly, it was not a loss of content delivery or changes to assessment that prompted the greatest anxiety for our colleagues, but that they held significant concerns about their students’ mental health; inequities of access to a range of services including technological; and challenges connecting emotionally with their students at a distance. The results provide actionable strategies for higher education institutions to apply in future emergencies where remote teaching is necessary.

Keywordshigher education; COVID-19; teaching and learning; technologies; educational inequity
Year2022
JournalThe Australian Educational Researcher
Journal citation50, p. 1233–1251
PublisherSpringer
ISSN0311-6999
Digital Object Identifier (DOI)https://doi.org/10.1007/s13384-022-00552-1
PubMed ID35966414
Scopus EID2-s2.0-85135582906
PubMed Central IDPMC9362694
Web address (URL)https://link.springer.com/article/10.1007/s13384-022-00552-1
Research or scholarlyResearch
Page range1233–1251
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online04 Aug 2022
Publication process dates
Accepted21 Jun 2022
Deposited18 Aug 2022
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