Teacher professional learning in Scotland during (and after) the COVID-19 pandemic: A story of hope and humanity?

The International Journal for Research in Education Pub Date : 2022-02-21 DOI:10.36771/ijre.46.2.22-pp126-166

A. Kennedy

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引用次数: 1

Abstract

Abstract The COVID-19 pandemic changed teachers’ personal and professional lives almost overnight as we all moved our lives online to be at a safe social distance from each other. In some ways this has been a leveller in that almost nobody has escaped the influence of the pandemic, but COVID-related mitigations in teacher professional learning have undoubtedly made issues of access and equity better for some and more challenging for others. This article explores how these changes to teacher professional learning in Scotland have both advantaged and disadvantaged particular teachers in particular contexts. It then goes on to illuminate how elements of the pre-pandemic dominant discourse in teacher professional learning have been both maintained and disrupted. The article concludes by articulating a series of lessons learned: things to be kept, nurtured, and developed; things to be avoided or to be wary of; and excitingly, things that might be possible in the future as a result of this experience. Keywords: teacher professional learning; COVID-19; Scotland; professional standards; discourse; rural

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2019冠状病毒病大流行期间(及之后)苏格兰的教师专业学习:一个关于希望和人性的故事?

摘要COVID-19大流行几乎在一夜之间改变了教师的个人和职业生活，因为我们都将自己的生活转移到网上，彼此保持安全的社交距离。在某种程度上，这是一种平衡，因为几乎没有人逃脱大流行的影响，但教师专业学习中与covid相关的缓解措施无疑使一些人获得机会和公平的问题变得更好，而对另一些人则更具挑战性。本文探讨了苏格兰教师专业学习的这些变化如何在特定背景下对特定教师有利和不利。然后，它进一步阐明了大流行前教师专业学习中占主导地位的话语的要素是如何被维持和破坏的。文章最后阐述了一系列经验教训:需要保留、培养和发展的东西;要避免或警惕的事物;令人兴奋的是，由于这次经历，未来的事情可能会成为可能。关键词:教师专业学习;COVID-19;苏格兰;专业标准;话语;农村

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The International Journal for Research in Education

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