The development and impact of teachers’ collective agency during Covid-19

Insights from online classrooms in Canada and China

Datos Bibliográficos

ID21314291
AutoresGuopeng Fu (0000-0002-6070-2181, East China Normal University, autor de correspondencia), Anthony Clarke (0000-0001-8125-4691, University of British Columbia)
Año2022
Volumen74
Número3
Páginas664-684
Fecha de publicación2022-04-16
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Review (JOURNAL)
Identificadores de la revistaISSN: 0013-1911 • E-ISSN: 1465-3397
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00131911.2021.1997921
OpenAlexW3212886520
IdiomaEN
Citas recibidas8
Referencias citadas66

Teacher education programmes are embedded in both higher and K-12 education contexts. This study explores how collective teacher agency is developed and manifested within two online teacher education courses in a Canadian university and a Chinese university, respectively, under the Covid-19 pandemic context. Employing a digital ethnographic approach, this study reveals that: 1) the structural changes caused by the pandemic create common goals for collective teacher agency to develop; 2) collective teacher agency is motivated by caring for student well-being and honing of teaching skills; and 3) the asynchronous course structure hindered Chinese student teachers’ collective efforts to improve teaching but afforded the Canadian group’s greater collective agency in connecting with their schools. Importantly, this study highlights the role of emotions in facilitating collective agency and argues that emotions are an integral but often overlooked part of teacher agency

Agency (philosophy) · Asynchronous communication · China · Context (archaeology) · Coronavirus disease 2019 (COVID-19) · Ethnography · Geography · Pedagogy · Political science · Public relations · Social science · Sociology · Teacher education · Educational Environments and Student Outcomes · Engineering · Higher Education Practises and Engagement · Medicine · Teacher Education and Leadership Studies

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