Attempting to Implement a Pedagogy of Care during the Disruptions to Teacher Education Caused by COVID-19: A Collaborative Self-Study
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| Title: | Attempting to Implement a Pedagogy of Care during the Disruptions to Teacher Education Caused by COVID-19: A Collaborative Self-Study |
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| Language: | English |
| Authors: | Moorhouse, Benjamin Luke (ORCID |
| Source: | Studying Teacher Education. 2021 17(2):208-227. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | COVID-19, Pandemics, Ethics, Caring, Online Courses, Teacher Educators, Teacher Education Programs, School Closing, Educational Technology, Videoconferencing, Barriers, Foreign Countries, Teacher Student Relationship |
| Geographic Terms: | Hong Kong |
| DOI: | 10.1080/17425964.2021.1925644 |
| ISSN: | 1742-5964 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1303294 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 1742-5964 |
| DOI: | 10.1080/17425964.2021.1925644 |
