Stories found within higher education : Shifting professional identities of academics
Book chapter
Coleman, Kathryn, Cain, Melissa and Campbell, Chris. (2023). Stories found within higher education : Shifting professional identities of academics. In In Marsh-Davies, Katy and Burnett, Cathy (Ed.). Teachers and Teaching Post-COVID : Seizing Opportunities for Change pp. 1 Routledge. https://doi.org/10.4324/9781003352129-8
Authors | Coleman, Kathryn, Cain, Melissa and Campbell, Chris |
---|---|
Editors | Marsh-Davies, Katy and Burnett, Cathy |
Abstract | After three years of the impact of COVID-19 on teaching and learning, it is evident that future sudden shifts to online instruction are a certainty. For academic teachers in the future to learn from our experiences, we need to reflect on the practicalities and emotions experienced during this time. This chapter explores how academic teachers often view themselves as proficient in either face-to-face or online delivery as a component of their professional identities. Knowing that an academic teacher’s epistemic beliefs and values are intertwined with relationships to pedagogies, people, places, and practices, this storied chapter opens what we found in an international study ‘Teaching & Learning in COVID-19 Times’, which captured what teachers were experiencing as their personal lives, professional responsibilities, and teacher identities altered and intertwined when directed to work and teach from home. We explore this further based on the collection of stories from cross-sectoral international teachers during the first months of global restrictions in 2020. The data hold stories of academic teachers with significant teaching expertise, with 85% of participants having over ten years of teaching experience. The co-authors were privileged through this research to be the recipients of stories about the public and private lives of teachers and will use re-storying as a method to ensure ethics of care in sharing their identity stories as we speculate on how teachers might view themselves now. Our re-storying will allow for a deep dive into the teachers’ pandemic responses and the implications of being a teacher post-COVID-19. |
Keywords | COVID-19; teaching; higher education; professional identity; online teaching |
Page range | 1 |
23 | |
Year | 01 Jan 2023 |
Book title | Teachers and Teaching Post-COVID : Seizing Opportunities for Change |
Publisher | Routledge |
Place of publication | United Kingdom |
Edition | 1st |
ISBN | 978-1-00-335212-9 |
Digital Object Identifier (DOI) | https://doi.org/10.4324/9781003352129-8 |
Web address (URL) | https://www.taylorfrancis.com/chapters/edit/10.4324/9781003352129-8/stories-found-within-higher-education-kathryn-coleman-melissa-cain-chris-campbell |
Open access | Published as non-open access |
Research or scholarly | Research |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 23 Nov 2023 |
Publication process dates | |
Deposited | 12 Jul 2024 |
Additional information | © 2024 selection and editorial matter, Katy Marsh-Davies and Cathy Burnett; individual chapters, the contributors |
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from |
https://acuresearchbank.acu.edu.au/item/90qv5/stories-found-within-higher-education-shifting-professional-identities-of-academics
Restricted files
Publisher's version
12
total views0
total downloads1
views this month0
downloads this month