About the Book
To strengthen educational practices in the wake of the COVID-19 pandemic, it is important to disseminate scientific findings that reflect teachers’ perspectives, educational experiences, and data-driven insights. This book offers a compilation of diverse insights into and international reactions to online teaching and learning adaptations during the pandemic's lockdown across countries. It delves into the varied educational and cultural landscapes, presenting specific data to highlight the challenges and innovations that have shaped the learning environment today. Through this exploration, we aim to contribute to a more informed and resilient educational framework, tailored to the lived unprecedented times.
Contributors are: Laura Sara Agrati, Saba Alvi, Daniela Roxana Andron, Tasha Ausman, Yuhua Bu, Steve Burton, Maria Chatzi, Million Chauraya, Willian Lazaretti da Conceicão, Luciano Nascimento Corsino, Cheryl J. Craig, Christos Govaris, Oezge Hacifazlioglu, Catherine James, Gabriela Jonas-Ahrend, Stavroula Kaldi, Ruth Kane, Svletana Karkina, Manpreet Kaur, Stefania Kifor, Angeliki Lazaridou, Paul Magnuson, Maria Ines Marcondes, Juanjo Mena, Silvana Mesquita, Luiz Sanches Neto, Patsy Norton, Maureen Atieno Olel, Samuel Ouma Oyoo, Loredana Perla, Efsrathios Xafakos Rui, Balwant Singh, Vassoliki Tzika Alexandra Stavrianoudaki, Vasileios Stavropoulos, Athanasios Tasios, George Tekos, Marc Turu, Aikaterini Vassiou, Luciana Venâncio, Viviana Vinci, and Zheng Longping Ye.
Table of Contents:
Preface
Notes on Contributors
List of Illustrations
1 The Pursuit of Balance and Resilience during COVID-19: Voices of Teachers in Switzerland and Turkey
Paul Magnuson and Özge Hacifazlioglu
2 Taking Parents’ Perspective: Greek Parents’ Views about Online Teaching and Learning during the COVID-19 Pandemic
Aikaterini Vassiou, Efstathios Xafakos, Vasileios Stavropoulos, Maria Chatzi, Christos Govaris, Angeliki Lazaridou, Vassiliki Tzika, Alexandra Stavrianoudaki, Athanasios Tasios, George Tekos and Stavroula Kaldi
3 Evaluation of the Impact of the 2020 COVID-19: Lockdown Period on Teachers’ Practices
Patsy Norton
4 Technologies for Coronateaching: Teachers’ New Relationships with Students and Knowledge Amid the COVID-19 Pandemic
Loredana Perla, Laura Sara Agrati, Svetlana Karkina, Balwant Singh, Manpreet Kaur and Viviana Vinci
5 During COVID-19 Pandemic All Classroom Talk Became by the Teacher: Messages from How Science Teachers Talked and Used Language during Science Teaching in Kenya
Maureen Atieno Olel and Samuel Ouma Oyoo
6 The Disappearing Schoolhouse: Challenging Discourses of Resilience and Accountability in Canadian Pandemic Teaching
Catherine James and Tasha Ausman
7 Initial Teacher Education in England during the COVID-19 Pandemic: One University’s Experience – From Challenge to the New Normal
Marc Turu and Steve Burton
8 Home-Studying: Greek Students-Teachers’ Views about Remote Online Teaching and Learning in Higher Education during the COVID-19 Pandemic
Stavroula Kaldi, Efstathios Xafakos, Angeliki Lazaridou, Vasileios Stavropoulos, Maria Chatzi, Vassiliki Tzika, Alexandra Stavrianoudaki, Aikaterini Vassiou, Christos Govaris, Athanasios Tasios, George Tekos and Nikolaos Chaniotakis
9 Vocational Teacher Education in a “COVID-19 Semester”
Gabriela Jonas-Ahrend
10 Romanian Lockdown: Teaching Practice during Online School
Daniela Roxana Andron and Stefania Kifor
11 Teacher Education Programs and the Practicum in the New COVID-19 Scenarios: Challenges and Possibilities in the Brazilian Context
Maria Ines Marcondes and Silvana Mesquita
12 The COVID-19 Pandemic and the Place of Whiteness in Brazilian Lives: Narratives of Four School Physical Education Teachers-Researchers on their Teaching and Teacher Education
Willian Lazaretti da Conceição, Luciano Nascimento Corsino, Luciana Venâncio and Luiz Sanches Neto
13 Muting Microaggressions: How Online Learning during the Pandemic Created Safer Spaces for Racialized Students and Educators
Saba Alvi
14 Teacher Education Tuition Modalities under COVID-19 Lockdown: Experiences of One University in Zimbabwe
Million Chauraya
15 Fighting against COVID-19: China’s Pandemic Experience
Yuhua Bu, Rui Zheng and Longping Ye
16 Pandemic Pedagogies: Relational Teaching & Learning in Times of Crisis
Linda Radford, Trista Hollweck and Hembadoon Iyortyer Oguanobi
About the Author :
Ruth G. Kane, PhD, is a full professor at the University of Ottawa, Canada. She uses research to support Inuit-driven goals for culturally centered and determined teacher education. She is also investigating the efficacy and sustainability of learning and transformation through closed social media communities.
Cheryl J. Craig, PhD, is a full professor and endowed chair at Texas A&M University. She is the Chair of Teaching and Teacher Education and the Director of the Collaborative for Innovation in Teacher Education. She serves as the Chair of the International Study Association on Teachers and Teaching (ISATT).
Juanjo Mena, PhD, is an associate professor in the Department of Education at the University of Salamanca, Spain. He is the Treasurer of ISATT. His research focuses on teaching practice, teacher education, mentoring, teacher development and ICT.
