Tools
Tools
Spicksley, Kathryn, Kington, Alison 
ORCID: https://orcid.org/0000-0001-5619-2353 and Watkins, Maxine
(2021)
“We Will Appreciate Each Other More After This”: Teachers’ Construction of Collective and Personal Identities During Lockdown.
Frontiers in Psychology, 12 (703404).
ISSN Online: 1664-1078
|
Text
fpsyg-12-703404 (1).pdf - Published Version Available under License Creative Commons Attribution. Download (6MB) | Preview |
Abstract
In March 2020, schools in England were closed to all but vulnerable children and the children of key workers, as part of a national effort to curb the spread of the Covid-19 virus. Many teachers were required to work from home as remote learning was implemented. Teaching is primarily a relational profession, and previous literature acknowledges that supportive relationships with peers help to maintain teachers’ resilience and commitment during challenging periods. This paper reports on findings from a small-scale study conducted in England during the first national lockdown beginning in March 2020, which explored the impact of the requirement to teach remotely on teachers’ identity and peer relationships. A discourse analysis, informed by the aims and practices of discursive psychology, was conducted in order to explore the association between constructions of peer support and responses to the Covid-19
pandemic. Findings indicate that teachers who presented their professional self-identity as collective rather than personal appeared to have a more positive perspective on the difficulties caused by the Covid-19 pandemic. These findings, which have implications for policymakers and school leaders, contribute to the growing field of research on the impact of the Covid-19 pandemic on education by showing the strong association between teachers’ constructions of identity and their capacity to respond positively to the challenges brought about by the Covid-19 pandemic.
| Item Type: | Article |
|---|---|
| Additional Information: | A pdf file of this article is available to download from this WRaP record. |
| Uncontrolled Discrete Keywords: | teacher identity, social identity theory, COVID-19, lockdown, remote teaching, collegiality, teacher peer relationships, discourse analysis |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) |
| Divisions: | College of Arts, Humanities and Education > School of Education College of Business, Psychology and Sport > School of Psychology |
| Related URLs: | |
| Copyright Info: | Open Access article |
| Depositing User: | Alison Kington |
| Date Deposited: | 16 Sep 2021 08:12 |
| Last Modified: | 16 Sep 2021 08:12 |
| URI: | https://eprints.worc.ac.uk/id/eprint/11355 |
Actions (login required)
 |
View Item |
