Teacher Education in the Wake of Covid-19
ISATT 40th Anniversary Yearbook
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- Description
- Contents
- About
Research on teacher education and classroom teaching has evolved significantly in recent decades, with more scholarship taking an international and/or other intersectional lenses. The International Study Association on Teachers and Teaching (ISATT) has changed with the field. Beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe.
The ISATT 40th Anniversary Yearbook, comprised of four volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. This volume, Teacher Education in the Wake of Covid-19, pays particular attention to ways in which teaching and teacher education have been impacted by, and responded to, advances in technology and to the coronavirus pandemic. The editors present chapters dedicated to examining the tools of technology and their impact within teaching and teacher education as we look toward the future possibilities. The chapters analyze the lived reality of pivoting to embrace pandemic pedagogogies; the pandemic and social relationships; assessment during the pandemic; and the consequences for equity and agency. They also examine the tools of technology and future possibilities as well as how technology unavoidably became a part of the global teaching and teacher education pandemic response.
All four volumes making up the 40th Anniversary Yearbook offer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.
Foreword; Cheryl J. Craig, Juanjo Mena and Ruth G. Kane
- Section 1. History of ISATT
- Chapter 1. A History of ISATT 2013-2022: Internationalization; Frances Rust and Christopher M. Clark
- Chapter 2. Introduction to the Yearbook Tributes; Wendy Moran
- Section 2. Tribute
- Chapter 3. Tribute to Michael Kompf; Frances Rust
- Chapter 4. Tribute to Christopher Clark; Ozge Hacifazlioglu and Lily Orland-Barak
- Chapter 5. Tribute to Miriam Ben-Peretz; Cheryl J. Craig and Maria Assunção Flores
- Chapter 6. Tribute to Jan Broeckmans; Elke Struyf
- Chapter 7. Tribute to Julu Sen; Tara Ratnam
- Chapter 8. Tribute to Jude Butcher; Wendy Moran
- Chapter 10. Tribute to Douwe Beijaard; Paulien Meijer
- Chapter 11. Tribute to Pam Denicolo; Marie-Louise Österlind and Britt-Marie Apelgren
- Chapter 12. Tribute to Barica Marentič Požarnik; Barbara Šteh
- Chapter 13. Tribute to Xiaohong Yang; Jing Li and Cheryl J. Craig
- Section 3. The Fall out of the COVID-19 Pandemic
- Chapter 14. Introduction; Tara Ratnam
- Chapter 15. Teacher Educators’ Experiences and Expressions of Emotion During the Pandemic: International Perspectives; Melissa Newberry, Meher Rizvi, Anna van der Want, Gabriela Jonas-Ahrend, Stavroula Kaldi, Toshiyuki Kihara, Juan Vicente Ortiz Franco, and Tara Ratnam
- Chapter 16. Educator and Students' Equity and Agency During the Pandemic: An International Perspective; Hafdís Guðjónsdóttir, Million Chauraya, Carol Hordatt Gentles, Loredana Perla, Stefania Massaro, Subhadarshee Nayak, Eunice Nyamupangedengu, Anoma Satharasinghe, and Tara Ratnam
- Chapter 17. Pandemic Pedagogy: Educators’ Practices During the Covid-19 Pandemic; Michelle Attard Tonna, Christine Helen Arnold, Marie-Christine Deyrich, Karen Marangio, Shraddha Kunwar, and Tara Ratnam
- Chapter 18. Assessment in Higher Education in Times of Pandemic: Obstacles and Opportunities for Change; Amaury Daele, Barbara Šteh, Mary Koutselini, and Tara Ratnam
- Section 4. Technology in Education
- Chapter 19. Introduction; Daniela Roxana Andron
- Chapter 20. From Instrumentalization to Integration of Technologies for Creative Teaching: Transformations in Times of Crisis; Martha Prata-Linhares, Helena Amaral da Fontoura, and Maria Alzira de Almeida Pimenta
- Chapter 21. Teaching Technologies: Continuous Interplay Between Educational and Industrial Advances; Gabriela Jonas-Ahrend, Mats Vernholz, and Katrin Temmen
- Chapter 22. Embracing the Challenge to Become a Teacher in The Digital Age; Daniela Roxana Andron and Stefania Kifor
- Chapter 23. Teacher Thinking about Digital Technologies: Embracing Entangled Narrative Knowings; Mary Rice
- Afterword; Cheryl J. Craig, Juanjo Mena, and Ruth G. Kane
Cheryl J. Craig is a Professor and the Houston Endowment Endowed Chair in Urban Education in the Department of Teaching, Learning and Culture in the College of Education and Human Development, Texas A&M University.
Juanjo Mena is an Associate Professor in the Department of Education at the University of Salamanca, Spain.
Ruth G. Kane is a Professor at the Faculty of Education, University of Ottawa, Canada. She served as Director of Teacher Education at the University of Ottawa from 2006 – 2011.