Primary Head Teachers’ Construction and Re-negotiation of Care in Covid-19 Lockdown in Scotland

Bibliographic Data

ID22161908
AuthorsPeter Ferguson (0000-0002-1518-3466, University of Dundee), Megan McKenzie (0000-0002-6894-1494, University of Dundee), Daniela Mercieca (0000-0001-6609-1302, University of Dundee, corresponding author), Duncan P Mercieca (0000-0003-4071-9522, University of Dundee, corresponding author), Lesley Sutherland (University of Dundee)
Year2021
Volume6
Publication date2021-03-31
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2021.617869
OpenAlexW3145840592
LanguageEN
Citations received8
References cited23

This article looks at three primary Head Teachers’ experience of working in COVID-19 lockdown in Scotland. The theoretical framework of this paper builds on Nel Noddings’ ethics of care, with a particular focus on reciprocity, empathy, communication, and community. The three Head Teachers were interviewed during the pandemic lockdown. These interviews are part of a larger study that interviewed teachers and Head Teachers during COVID-19 lockdown in Scotland, asking how this lockdown challenged and influenced their identity as educators. The focus on care is important as during lockdown in Scotland the focus of home learning was on pupils and families’ well-being and care, rather than on performative acts of learning. This paper argues that the pandemic provided an alternative space for the Head Teachers to re-negotiate their caring role and identity in their understanding of being an educational leader

Aesthetics · Empathy · Focus group · Head teachers · Negotiation · Pandemic · Pedagogy · Performative utterance · Social science · Sociology · Computer Science · Diverse Education Studies and Reforms · Education Practices and Challenges · Global Education and Multiculturalism · Medicine · Psychology · Social Psychology

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