The ongoing crises facing teacher education: reclaiming creativity and rethinking knowledge post-pandemic
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3A6VAKEM5X" target="_blank" >RIV/00216208:11320/25:6VAKEM5X - isvavai.cz</a>
Result on the web
<a href="https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180911182&doi=10.1080%2f02607476.2023.2260765&partnerID=40&md5=7ccafe562f7cf82a80a1e2d20332aef5" target="_blank" >https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180911182&doi=10.1080%2f02607476.2023.2260765&partnerID=40&md5=7ccafe562f7cf82a80a1e2d20332aef5</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/02607476.2023.2260765" target="_blank" >10.1080/02607476.2023.2260765</a>
Alternative languages
Result language
angličtina
Original language name
The ongoing crises facing teacher education: reclaiming creativity and rethinking knowledge post-pandemic
Original language description
In 2022, after two years of the COVID virus profoundly interrupting social connection, learning, work and human mobility, governments worldwide turned material and rhetorical attention to life ‘post-pandemic’. Understandably, teachers who were central in keeping communities virtually connected during the pandemic—are positioned as core to a return to the quality of life and to gaining social futures beyond COVID-19. This is reflected in the theme of the 64th ICET World Assembly Building Creative Global Teacher Education Communities Post-Pandemic. This conceptual paper, given initially as a keynote at this conference, argues that for teachers, the state of crisis has not abated, rather, post-COVID educators are ‘returning’ pre-existing and enduring social, environmental and workforce crises that have been amplified during the global health crisis (Rosehart et al. 2022). The paper contends that for teachers to respond to the major social and environmental justice issues of our time, it is important to examine the structures and practices which standardise and regulate teachers and teaching and limit the creativity required for powerful knowledge building. Drawing on recent research, the paper offers an example of the ways in which teachers might be supported to reimagine disciplines and subjects in order address and respond to the major crises of our time. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
Czech name
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Czech description
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Classification
Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
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OECD FORD branch
10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)
Result continuities
Project
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Continuities
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Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Journal of Education for Teaching
ISSN
02607476
e-ISSN
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Volume of the periodical
50
Issue of the periodical within the volume
2
Country of publishing house
US - UNITED STATES
Number of pages
15
Pages from-to
199 - 213
UT code for WoS article
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EID of the result in the Scopus database
2-s2.0-85180911182