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Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19

Worldwide, the Covid-19 pandemic has transformed teaching contexts rapidly. Studies on the effects of the Covid-19 pandemic have largely focused on students’ learning and well-being. In contrast, little is known about how emergency online teaching affects teachers. The aim of this study was to exami...

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Autores principales: Christensen, Mette Krogh, Nielsen, Karl-Johan Schmidt, O’Neill, Lotte Dyhrberg
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8889049/
https://www.ncbi.nlm.nih.gov/pubmed/35235103
http://dx.doi.org/10.1007/s10459-022-10102-0
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author Christensen, Mette Krogh
Nielsen, Karl-Johan Schmidt
O’Neill, Lotte Dyhrberg
author_facet Christensen, Mette Krogh
Nielsen, Karl-Johan Schmidt
O’Neill, Lotte Dyhrberg
author_sort Christensen, Mette Krogh
collection PubMed
description Worldwide, the Covid-19 pandemic has transformed teaching contexts rapidly. Studies on the effects of the Covid-19 pandemic have largely focused on students’ learning and well-being. In contrast, little is known about how emergency online teaching affects teachers. The aim of this study was to examine how disrupted teaching contexts during the Covid-19 pandemic affected academic teacher identities in health science education. Interviews were conducted with 19 experienced lecturers in health science education from two universities. Interview data were analysed using systematic text condensation. The established codes were compared across interviews to identify common themes and subsequently synthesized into descriptions of the emerging phenomena. Findings indicated that a form of embodied teacher identity, i.e. internalized teaching practices turned into dispositions, constituted a basic pedagogical condition and a resource for the teachers, and that the sudden change in the teaching context caused a loss of teacher identity. This identity loss was related to an incorporated understanding and use of the teacher’s sense of the classroom (subtheme 1), non-verbal feedback from students (subtheme 2) and reciprocal visual contact (subtheme 3). Data also indicated that teachers’ ability to adapt their teaching to students’ needs while teaching and teachers’ motivation and job satisfaction may have suffered. Universities should carefully consider how to cultivate sustainable and adaptive teacher identities compatible with the increasing digitalization of learning environments. Teaching is an embodied affair, and teacher identities are sensitive to structural changes in teaching contexts.
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spelling pubmed-88890492022-03-02 Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19 Christensen, Mette Krogh Nielsen, Karl-Johan Schmidt O’Neill, Lotte Dyhrberg Adv Health Sci Educ Theory Pract Article Worldwide, the Covid-19 pandemic has transformed teaching contexts rapidly. Studies on the effects of the Covid-19 pandemic have largely focused on students’ learning and well-being. In contrast, little is known about how emergency online teaching affects teachers. The aim of this study was to examine how disrupted teaching contexts during the Covid-19 pandemic affected academic teacher identities in health science education. Interviews were conducted with 19 experienced lecturers in health science education from two universities. Interview data were analysed using systematic text condensation. The established codes were compared across interviews to identify common themes and subsequently synthesized into descriptions of the emerging phenomena. Findings indicated that a form of embodied teacher identity, i.e. internalized teaching practices turned into dispositions, constituted a basic pedagogical condition and a resource for the teachers, and that the sudden change in the teaching context caused a loss of teacher identity. This identity loss was related to an incorporated understanding and use of the teacher’s sense of the classroom (subtheme 1), non-verbal feedback from students (subtheme 2) and reciprocal visual contact (subtheme 3). Data also indicated that teachers’ ability to adapt their teaching to students’ needs while teaching and teachers’ motivation and job satisfaction may have suffered. Universities should carefully consider how to cultivate sustainable and adaptive teacher identities compatible with the increasing digitalization of learning environments. Teaching is an embodied affair, and teacher identities are sensitive to structural changes in teaching contexts. Springer Netherlands 2022-03-02 2022 /pmc/articles/PMC8889049/ /pubmed/35235103 http://dx.doi.org/10.1007/s10459-022-10102-0 Text en © The Author(s), under exclusive licence to Springer Nature B.V. 2022 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Christensen, Mette Krogh
Nielsen, Karl-Johan Schmidt
O’Neill, Lotte Dyhrberg
Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19
title Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19
title_full Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19
title_fullStr Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19
title_full_unstemmed Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19
title_short Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19
title_sort embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of covid-19
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8889049/
https://www.ncbi.nlm.nih.gov/pubmed/35235103
http://dx.doi.org/10.1007/s10459-022-10102-0
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