Teaching and learning activities during the COVID-19 pandemic were largely ineffective, and exacerbated existing learning disparities (Dorn et al., 2020; Muscoviz & Evans, 2022). Instructional technologies were a significant component of these teaching and learning activities. Because K-12 teachers' internal beliefs are a significant predictor…

England is experiencing a teacher recruitment and retention crisis which has only worsened since the COVID-19 pandemic. One-third of teachers leave before they have completed five years. This paper discusses the results of a small-scale study completed with six inner-London secondary teachers which focuses on their everyday experiences in these…

"Toward Self-Directed Learning in the Secondary Classroom" explores the challenges teachers have faced and continue to face in a pandemic and post-pandemic context while attempting to implement self-directed learning in the secondary classroom. Drawing on contemporary research from around the world as well as candid interviews with…

Exploring the interplay between teacher solidarity and fragmentation in Arizona, this paper uses a critical bifocality lens to examine the experiences of six teacher organisers during the pandemic. This qualitative research centres teacher organisers' experience in an iterative analysis of policy and pandemic context, labour action, and teachers'…

Using post-structural theories, this paper explores the public discourses of several Canadian teacher unions and grassroots teacher activist groups around the issue of school reopening plans in Canada amidst the COVID-19 pandemic. The paper aims to highlight the ways in which these two forces of teacher activism can influence and impress upon each…

Given the disruptions the COVID-19 pandemic has engendered in people's professional lives, the importance and contribution of certain workforces has been under particular scrutiny. In England, the teaching profession has been under particularly close public scrutiny, with concerns that teachers' perceived social appreciation may have decreased…

The purpose of this study was to understand how secondary mathematics teachers in underserved communities learned to teach online during the COVID-19 pandemic. The study used three different methods of data collection: surveys, critical incident questionnaires, and semi-structured interviews. The survey sample consisted of 51 participants, with 20…

Teacher continuing professional development (CPD) is almost always on the top of educational agendas in any country of the world. While existing studies primarily emphasize effective CPD programmes, this qualitative research seeks to deepen our understanding by examining the nuanced interplay of teacher's unique working contexts, historical…

Teachers and teacher education are often presented as "problems" to be solved, with policy solutions that focus on ways to make teachers "better" and improve teacher "quality" by introducing prescriptive strategies. We investigate the ways COVID-19-related changes to university and school-based facets of Initial…

Three years after the COVID-19 pandemic, school systems worldwide are still on the road to recovery. As students return to in-person learning, there is an increased awareness among educators to investigate the areas of student need where interventional strategies could be applied to bridge the learning loss and help further student academic…

This project investigates the impact of the COVID-19 pandemic on teacher turnover in United States Catholic elementary and secondary schools. COVID-19 caused a significant disruption of the educational paradigm throughout the United States, fueling an extant teacher shortage. High turnover of educators and a simultaneous struggle to attract…

The COVID-19 Pandemic dramatically impacted the classroom experiences of teachers and students across the globe. This reflexive autobiographical article critically examines the ramifications of this extraordinary event on the experiences of teaching and learning for the teacher-writer and her secondary English and literature students. Through a…

This qualitative study investigated how critical reflection can be incorporated into collaborative professional communities to enact a process of generative transformative praxis that leads to meaningful action on the part of its community members. Across the arc of a series of six collaborative reflection groups that took place during the…

The effects of COVID-19 have resulted in peritraumatic stress experiences within various groups, including teachers. With this study we aimed to determine the prevalence of peritraumatic stress and the factors associated with each level of PTSD among teachers in South Africa. A cross-sectional study was conducted in South Africa among teachers…

The COVID-19 pandemic, which emerged during 2020, had a wide-ranging impact on all forms of social engagement in England until February 2022, when all COVID restrictions were lifted. Schools were widely affected during this time in both tangible and tacet interactions. The impact of COVID restrictions on curricula for 11-14-year-olds in the Key…