Transforming Teaching: Global Responses to Teaching Under the Covid-19 Pandemic PDF
Preview Transforming Teaching: Global Responses to Teaching Under the Covid-19 Pandemic
‘Transforming Teaching: Lessons Learned from Teaching Under Lockdown is both an important contribution to recent educational discussion and a book which reaches deep into the future. The book draws on voices from around the world, to take a critical position with respect to the formation of future educational pos- sibilities. I fully recommend Transforming Teaching: Lessons Learned from Teaching Under Lockdown to all who are interested in the future potential of education’. Ole Skovsmose, Aalborg University, Denmark and Universidade Estadual Paulista, Sao Paulo, Brazil ‘This book is a celebration of what makes teaching such a messy, complex, challenging and yet fulfilling profession. Lucy, Tony and Helen have sensitively curated the voices of educators at a time of global change. These voices hold a mirror to us as educators and ask us to reflect critically on our own practices and their impact on children. They offer ways forward to reimagine education if we choose. An essential read’. Dr Pinky Jain, Principal Lecturer in Primary Education and School International Lead, Worcester University, UK ‘Through reflective conversations with educators across the world, this book maps a critical cartography of our time in Covid-19. It provides a hopeful space to re-imagine our values and ethics within these times and beyond. I would rec- ommend any person in Education who wants to shape future emerging practice to engage with these global narratives’. Lisa Stephenson, Course Leader MA Drama & Creative Writing in Education and Director/Founder of Story Makers Company ‘This book is an invitation for educators to immerse themselves into the authors’ personal stories, experiences and reflections and start a professional dialogue around the key question: “What really matters in education in a post-pandemic world.” As the educational world changed all around us the three main authors began to collect and share professional and personal insights not only of their experi- ences but also those of global educators. They offer us the opportunity to anno- tate as we read, guiding us to pause and reflect upon our own experiences in the hope that we take this opportunity to consider our own learning and how this can shape the future of a more global, compassionate education for all. The stories are a truly enjoyable read and give a sense of realism and opti- mism. For me, the reflective questions invited me to dig deep, stimulating new perspectives and possibilities in the International work I do for the Curriculum Foundation and as a school improvement director for a Multi-academy trust’. Narinder Gill, Strategic Director for the Curriculum Foundation ‘The Covid 19 pandemic precipitated a significant paradigm shift for teachers, students and schools (and others too, of course). So many steep learning curves, so many personal journeys, so many problems and solutions and shifts in our thinking. We’ll be talking about them for years. Tony, Helen and Lucy had the foresight to try and capture these stories as they were happening and facilitate that dialogue. Everyone has been so immersed in their own circumstances that it is easy to get lost in them. In this book, the authors have set out to offer us an important range of circumstances and perspectives that allow us to take a wider look at how this has played out for different people in different places. It allows us to put our own experiences into perspective and in doing so brings more weight to key questions about what educationalists can take and learn from this rare and seismic event that is a great opportunity to re-examine what educa- tion’s priorities might be. We must not miss the opportunity to do this and we mustn’t do it in isolation, imagining that our perspective alone is enough. The personal stories are so authentic and honest, which allows us to empathise with the teachers, their students and their communities and wrestle with their prob- lems and solutions ourselves. The authors then help us put the pieces together and set about those key questions. I most appreciated the way the book very deliberately sets out to challenge us to reflect on our own views, experiences and priorities, following each of the stories and allowing us both the mental and physical space to do so. As such this brings a valuable personal experience to reading the book as well. This is a really important piece of work at a really important time and I thoroughly enjoyed it. Very grateful to the authors and the teachers for writing it for us’. Jim Noble, The International School of Tououse, Teacher, Author and Consultant ‘This is a very timely book, appearing as it does when educators across the globe are coming to terms with the jolt that has been felt in their world of learning and teaching. The authors offer a worldwide perspective on the effect of the pandemic upon them personally and professionally and on the way those they help to learn will experience a different form of relationship with learning in the future. Each chapter provides a stimulus for consideration: of aims, curriculum, ped- agogy, personal organisation or future anticipated changes in these. The prompts are followed with prompts for reflection by the reader with the invitation to do things differently in the future. The analysis of the response to the pandemic in nations around the world is intriguing and the book takes us from the concern about what may have been lost to the prospect of opportunity while recognising the traditional inertia of the education culture and community. This is an illuminating book, a fascinating read and food for thought for all who want to be part of a global transformation of the power and practice of teaching’. Professor Mick Waters, Centre for Developmental and Applied Research with Wolverhampton University, UK Transforming Teaching Transforming Teaching shares the successes and the problems that were solved by a diverse group of educators during the global pandemic. The shared stories from around the globe will help and inspire any teacher to develop skills to support blended learning in whatever teaching situation they find themselves. Including lessons to be learned from Kindergarten to University, this book introduces new ways of working and pedagogical approaches appropriate for developing global skills. It importantly focuses on teacher narratives to aid personal reflection and encourages readers to take responsibility for their own professional development. Each chapter prompts teachers to reflect and build on new skills developed through distance and blended learning, use of technology and new ways of relating to students. Responding to an educational need at a time of crisis, this book is essential reading to all who are interested in the future potential of education and those who want to shape future emerging practice. Lucy Cooker is the Director of Taught Courses in the School of Education at the University of Nottingham. Tony Cotton is a writer and educational consultant. Helen Toft is an assistant professor on the PGCEi course at the University of Nottingham. Transforming Teaching Global Responses to Teaching Under the Covid-19 Pandemic Lucy Cooker, Tony Cotton and Helen Toft First published 2022 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 605 Third Avenue, New York, NY 10158 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2022 Lucy Cooker, Tony Cotton and Helen Toft The right of Lucy Cooker, Tony Cotton and Helen Toft to be identified as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record has been requested for this book ISBN: 978-0-367-71384-3 (hbk) ISBN: 978-0-367-71385-0 (pbk) ISBN: 978-1-003-15059-6 (ebk) DOI: 10.4324/9781003150596 Typeset in Bembo by Deanta Global Publishing Services, Chennai, India Contents Preface ix Acknowledgements xx PART 1 Setting the scene 1 1 Introduction 3 2 Educational aims and values for the 21st century 13 3 The contributors and the settings in which they work 31 PART 2 Responding to the pandemic 49 4 How the setting changed as a result of the pandemic 51 5 How relationships with colleagues changed 75 6 How relationships with learners changed 89 7 How relationships with parents and the wider community changed 105 8 My best ‘home learning’ lesson 119 9 What have we learned from teaching under the pandemic? 135 viii C ontents PART 3 Looking to the future 149 10 Innovations that will persist 151 11 A global vision for the future 167 12 Entitlements for all learners 179 Index 185 Preface To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin … (hooks, 1994) For six months in the middle of 2020 most of the world experienced life without the daily routine of students going into school. The taken-for- granted routine had stopped abruptly. Some suggested that education had ceased. This, of course, was not the case. We cannot stop people from learning. Even if all formal teaching had ceased people would have learned. And learned in new ways. But teaching did not cease. Teachers are innovative people and very quickly found ways in which they could engage with the learners they felt responsible for. Currently (February 2021), different countries are in different situations. As I (Tony) revisit this preface, I have just come off an online meeting with a student of mine in China. He told a familiar story. When the pandemic hit, he and his wife and child moved to the country where his wife’s family live (he is Czech, his wife is Chinese). Then, returning to the city and lockdown in his apartment for two months he found himself supporting the young learners he would normally be teaching in a classroom with online teaching. He has decided to use video much more with these learners and is using video as a part of the assessment he must under- take for the course he is on, partly as a result of his experience under lockdown.
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