The ongoing crises facing teacher education: reclaiming creativity and rethinking knowledge post-pandemic

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

The ongoing crises facing teacher education: reclaiming creativity and rethinking knowledge post-pandemic

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

The ongoing crises facing teacher education: reclaiming creativity and rethinking knowledge post-pandemic

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

—

Návaznosti

—

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Education for Teaching

ISSN

02607476

e-ISSN

—

Svazek periodika

50

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

15

Strana od-do

199 - 213

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85180911182