EPUB Accessibility Report

TOC Outline

1. Cover
2. Title page
3. Copyright
4. Dedication
5. Table of Contents
6. Acknowledgements
7. 1. The End of the Before Times
8. I. CONTEXT
9. 2. Working Memory: Teachers’ Fraught Relationship with the School System
10. 3. Collegial Coping During the Pandemic Crisis
11. 4. Working with Parents: Teachers as IT Specialists, Coaches, and Social Workers1
12. II. CLASSROOM
13. 5. The Daily Work of Emergency Remote Teaching and Learning
14. 6. Maintaining Inclusive Classroom Communities at a Distance1
15. 7. How Teachers’ Experienced the Separation from their Students During the Pandemic
16. 8. Teachers’ Self Regard During the COVID-19 Pandemic1
17. 9. I Am Because We Are1
18. Index
19. About the Team
20. This book need not end here…
21. You may also be interested in:
22. Back cover

Headings Outline

• AFTER THE BEFORE TIMES
• After the Before Times
  • Teachers’ Experiences of Pandemic Pedagogy
    • Sarah E. Barrett
• Table of Contents
• Acknowledgements
• 1. The End of the Before Times
  • A Disaster in Slow Motion
  • ERTL vs. Online Learning
  • My Background
  • My Conceptual Framework
  • An Exploratory Design
  • Narrative Structures
  • References
• I. Context
• 2. Working Memory: Teachers’ Fraught Relationship with the School System
  • Pre-Memory
  • Working Memory
    • 1973–1995: The Era of Autonomous Professionals
    • 1995–2003: Declining Influence
    • 2012: Fighting the Education Premier
    • 2020: Déjà Vu
  • The Transition to Emergency Remote Teaching and Learning (ERTL)
  • Board Level Support and Complications
  • The History of the Present
  • References
  • Study Participants Featured in this Chapter
• 3. Collegial Coping During the Pandemic Crisis
  • Evolving Collegial Relationships
  • Coping Together
    • Learning Together
    • Consulting Each Other
    • Planning Together
    • Coping Alone
    • Being There for Each Other
  • The Nature of Teaching Practice
  • Adapting Communities of Practice During ERTL
  • References
  • Study Participants Featured in this Chapter
• 4. Working with Parents: Teachers as IT Specialists, Coaches, and Social Workers1
  • The Role of Parents in Schooling
  • Tech Support and Coach
  • Social Worker
  • Teaching by Proxy
  • Evolving Relationships
  • Fundamentally Changed
  • Identities in Practice
  • References
  • Study Participants Featured in this Chapter
• II. Classroom
• 5. The Daily Work of Emergency Remote Teaching and Learning
  • Planning Lessons and Assignments
  • ‘Beautiful Projects’
  • Assessing Achievement
    • Assessment of Learning
    • Assessment for Learning
    • Academic Amnesty
  • Teaching as Work
  • References
  • Study Participants Featured in this Chapter
• 6. Maintaining Inclusive Classroom Communities at a Distance1
  • Engaged Pedagogy as Quality Education
  • Creating Online Learning Communities
  • Context
  • Sense of Belonging
  • Trust
  • Shared Purpose
  • High-Quality Interaction
  • Discussion
  • Conclusion
  • References
  • Study Participants Featured in this Chapter
• 7. How Teachers’ Experienced the Separation from their Students During the Pandemic
  • Student-Centered Pedagogy
  • Policy Meets Reality
  • The Wall
  • Camera Shy
  • Disrupted Relationships
  • Silver Lining
  • Professional Integrity
  • References
  • Study Participants Featured in this Chapter
• 8. Teachers’ Self Regard During the COVID-19 Pandemic1
  • The Role of Values in Teaching Practice
  • Self-Efficacy and the Alternate Timeline
  • Self-Doubt, Guilt, and Frustration
  • Self-Regard and Teachers’ Job Descriptions
  • Teachers’ Values and Experiences
  • Teachers’ Professional Fulfillment
  • References
  • Study Participants Featured in this Chapter
• 9. I Am Because We Are1
  • Context
  • What Teachers Said
  • Making Sense of It All
  • Teachers’ Professional Identity
  • Towards a Communitarian View of Professional Identity
  • Ubuntu and Schooling
  • Good-Quality Education in a Negative Space
  • References
• Index
• About the Team
• This book need not end here…
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• You may also be interested in:
• Contents
  • Landmarks