'Kindness and Empathy beyond All Else': Challenges to Professional Identities of Higher Education Teachers during COVID-19 Times

Autor/inn/en	Cain, Melissa; Campbell, Chris; Coleman, Kathryn
Titel	'Kindness and Empathy beyond All Else': Challenges to Professional Identities of Higher Education Teachers during COVID-19 Times
Quelle	In: Australian Educational Researcher, 50 (2023) 4, S.1233-1251 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cain, Melissa) ORCID (Campbell, Chris) ORCID (Coleman, Kathryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00552-1
Schlagwörter	College Faculty; Experience; COVID-19; Pandemics; Professional Identity; Barriers; Emergency Programs; Educational Technology; Interpersonal Relationship; Anxiety; Teacher Student Relationship; College Students; Mental Health; Equal Education; Access to Computers; Empathy; Teacher Behavior + Suchen Sie Ihr Suchwort? Fakultät; Erfahrung; Hilfsprogramm; Unterrichtsmedien; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Angst; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Psychohygiene; Empathie; Teacher behaviour; Lehrerverhalten
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01