1st Edition

Teachers and Teaching Post-COVID Seizing Opportunities for Change

Edited By Katy Marsh-Davies, Cathy Burnett Copyright 2024
    352 Pages 6 B/W Illustrations
    by Routledge

    352 Pages 6 B/W Illustrations
    by Routledge

    Featuring a broad swathe of academic research and perspectives from international contributors, this book will capture and share important lessons from the pandemic experience for teaching practice and teacher learning more broadly.

    Looking at core teaching values such as the facilitation of learning, the promotion of fairness and equality, and community building, the book centres the records of teachers’ experiences from diverse educational phases and locations that illuminate how the complexity of teaching work is entangled in the emotional, relational, and embodied nature of teachers’ everyday lives. Through rich, qualitative data and first-hand experience, the book informs the decisions of teachers and those who train, support, and manage them, promoting sustainable, positive transformation within education for the benefit of educators and learners alike.

    This book will be of use to scholars, practitioners, and researchers involved with teachers and teacher education, the sociology of education, and teaching and learning more broadly. Policy makers working in school leadership, management, and administration may also benefit from the volume.

    Introduction 1. Teachers and Teaching Post-COVID Katy Marsh-Davies and Cathy Burnett  Priorities: Reassessing Roles and Responsibilities 2. Part-time women teachers- having it all? Suzanne Brown  3. Experiences of student teacher mothers before and during COVID-19: lessons in flexibility Joan Woodhouse  4. Teaching through the menopause: A flexible work paradox Belinda Steffan and Kristina Potočnik  5. Teacher well-being in times of COVID Chris Forde, Judith Hanks and Rachel Mathieson  6. Stories found within higher education: shifting professional identities of academics Kathryn Coleman, Melissa Cain and Chris Campbell  7. Claiming professionalisation: Supporting Caribbean early childhood teachers’ professional identities post-COVID-19 Zoyah Kinkead-Clarke and Sabeerah Abdul-Majied  Alliances: Relationships, Connections and Community 8. “We're Still Trying To Figure Out Every Single Day”: Teaching Since COVID-19 Maxine Cameron and Sandra Schamroth Abrams  9. New ways of working and new opportunities: Early childhood leaders’ professional practice post-COVID Wendy Boyd, Marg Rogers and Margaret Sims  10. Pandemic Parenting – Balancing Change, Capabilities, and Culture Kadia Hylton-Fraser and Kamilah Hylton  11. Stacking Stories as Inquiry into Practice: Co-Teaching an Online Literacy Club for Youth Michelle Honeyford, Kelsey Collins-Kramble and Jessica Neudorf-Wiebe  Re-imaginings: New Ways of Teaching and Being a Teacher 12. What the COVID-19 Pandemic has taught us about becoming a teacher: Lessons for Post-pandemic realities Benjamin Luke Moorhouse and My C. Tiet  13. Opportunities for Modernising and Revolutionising Education Systems Post-COVID: Drawing on an international survey of teachers’ experiences during the COVID-19 pandemic Carol Hordatt Gentles, Marilyn Leask and Mark Williams  14. Sociomaterial perspectives on hybrid learning in primary classrooms during the COVID-19 pandemic Noreen Dunnett  15. Learning to Read the (Digital) Room During the COVID-19 Pandemic: Teacher Perspectives Linda Laidlaw and Suzanna Wong  16. Post-COVID Pedagogy: Intersectional Identities and Technological Spaces Ahmet Atay  Conclusion 17. COVID-19: A Catalyst for Change Katy Marsh-Davies and Suzanne Brown


    Katy Marsh-Davies is Senior Lecturer of Human Resource Management & Organisational Behaviour at Sheffield Hallam University, UK.

    Cathy Burnett is Professor of Literacy and Education at the Sheffield Institute of Education, Sheffield Hallam University, UK.

    "This truly is a book of our time, which I believe every educationalist should read. This book gives voice to worldwide perspectives on education post-COVID from Early Years teachers in the Caribbean to menopausal women in the UK. It gives a fascinating perspective on both the challenges and positive impacts of COVID-19. The ‘call for action’ is a passionate challenge to re-think what it is to be a teacher, to nurture the autonomy of teachers and work together to support and care for each other. It has to be one of the most powerful books I have read in a long while and is likely to remain next to my desk to share and revisit repeatedly."

    Jo Tregenza, Reader in Education at University of Sussex and Vice President of the United Kingdom Literacy Association


    "This is an important book. It explores the intersection between the professional and personal lives of teachers and academics and the focus on teachers' family life opens up big questions about the future of education globally, especially for the majority of the workforce who are women. Women educators and leaders work in an inequitable and inflexible system. Their voices are clearly expressed throughout the chapters and we need to hear them as it is clear the status quo is no longer adequate for women. This book will help to recalibrate the future of educational practice and it can't come soon enough for most of the education workforce."

    Vivienne Porritt OBE, co-founder and Strategic Leader of #WomenEd, author, and Vice President of the Chartered College of Teaching