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"We Will Appreciate Each Other More After This": Teachers' Construction of Collective and Personal Identities During Lockdown.
Front Psychol. 2021; 12:703404.FP

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.

Authors+Show Affiliations

School of Education, University of Worcester, Worcester, United Kingdom.School of Education, University of Worcester, Worcester, United Kingdom.School of Psychology, University of Worcester, Worcester, United Kingdom.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

34489807

Citation

Spicksley, Kathryn, et al. ""We Will Appreciate Each Other More After This": Teachers' Construction of Collective and Personal Identities During Lockdown." Frontiers in Psychology, vol. 12, 2021, p. 703404.
Spicksley K, Kington A, Watkins M. "We Will Appreciate Each Other More After This": Teachers' Construction of Collective and Personal Identities During Lockdown. Front Psychol. 2021;12:703404.
Spicksley, K., Kington, A., & Watkins, M. (2021). "We Will Appreciate Each Other More After This": Teachers' Construction of Collective and Personal Identities During Lockdown. Frontiers in Psychology, 12, 703404. https://doi.org/10.3389/fpsyg.2021.703404
Spicksley K, Kington A, Watkins M. "We Will Appreciate Each Other More After This": Teachers' Construction of Collective and Personal Identities During Lockdown. Front Psychol. 2021;12:703404. PubMed PMID: 34489807.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - "We Will Appreciate Each Other More After This": Teachers' Construction of Collective and Personal Identities During Lockdown. AU - Spicksley,Kathryn, AU - Kington,Alison, AU - Watkins,Maxine, Y1 - 2021/08/20/ PY - 2021/04/30/received PY - 2021/07/28/accepted PY - 2021/9/7/entrez PY - 2021/9/8/pubmed PY - 2021/9/8/medline KW - COVID-19 KW - collegiality KW - discourse analysis KW - lockdown KW - remote teaching KW - social identity theory KW - teacher identity KW - teacher peer relationships SP - 703404 EP - 703404 JF - Frontiers in psychology JO - Front Psychol VL - 12 N2 - 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. SN - 1664-1078 UR - https://www.unboundmedicine.com/medline/citation/34489807/"We_Will_Appreciate_Each_Other_More_After_This":_Teachers'_Construction_of_Collective_and_Personal_Identities_During_Lockdown_ L2 - https://doi.org/10.3389/fpsyg.2021.703404 DB - PRIME DP - Unbound Medicine ER -
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