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…

The COVID-19 pandemic continues to cause global upheaval. It had a significant impact on the field of education, with multiple lockdowns changing the nature of teaching. This has been particularly challenging for early career academics (ECA) who already experience heightened stresses in the field of academia. This article explores the impact of…

The global pandemic of 2020 has changed the ways that university academics do their work and manage their time, including teaching, engaging with graduate students, conducting research, and working with colleagues. The mode of delivery of higher education has substantially moved to the digital, and workspaces have shifted to home. Having to work…

Alongside unprecedented shifts in health care, and widespread lockdowns and stay-at-home orders, the COVID-19 pandemic brought an almost immediate shift towards digitally supported remote delivery in higher education. This paper explores the experiences and perceptions of 15 teaching academics from five universities in Victoria, Australia during…

Expert secondary Arts teachers are highly trained specialists well versed in face-to-face individual and group teaching pedagogies. Given the highly personalised nature of Arts teaching practice, the shift to online teaching resulting from COVID-19 lockdowns presented many with challenges for which they had little or no formal training. Many…

Remote proctoring of exams is one of the most divisive issues in higher education. Critiques of remote proctoring abound, and there are a variety of perspectives particularly in relation to the advantages and disadvantages of this type of assessment, and opportunities for cheating. However, these perspectives are largely based on rhetoric with…

Remote Education Tutors (RETs) enact crucial roles in Australian distance schooling, by living with families who reside in geographically isolated locations and supporting their school age children's learning. As part of a larger research project, this paper presents a study of four RETs derived from semi-structured interviews conducted in their…

Academics' experiences of transitioning assessments to emergency remote teaching (ERT) during COVID-19 were investigated in a Block Model (BM) higher education context. Students studied one subject at a time in small classes over four weeks. Evaluation cycles were short. An institution-wide qualitative survey highlighted three themes impacting on…

The COVID-19 pandemic has caused significant upheaval in schools in Australia and internationally. The aim of this study was to map Australian teachers' positive and negative experiences during remote and online learning. Our study took place during the first COVID-19 wave, in the early stages of lockdown. Using an online instrument, we asked 210…

This study examined secondary (high) school teachers' experiences of online delivery of health and physical education (HPE) during Covid-19 suppression measures in one Australian state in 2020. Research has noted the use of blended learning and flipped classrooms in HPE, yet little is known about the delivery of fully online school HPE.…

This article reports on a study analysing changes in the use of digital technologies and working from home during the COVID-19 crisis and the impact of these changes on the wellbeing of five female university lecturers from Australia and Sweden. Applying collaborative autoethnographical methods, this study employed Weick's sensemaking framework to…

This paper investigates the insights that we, as parent-educators gained from our children's learning experiences throughout the COVID-19 pandemic and how this impacted our approaches to learning and teaching. All authors are teacher education academics working at a regional Australian university. The rapid and extensive changes in our personal…

Professional experience is crucial in initial teacher education, enabling pre-service teachers to develop their skills in authentic classroom settings. However, with most Australian initial teacher education institutions located in metropolitan areas, few pre-service teachers undertake experiences in regional, rural or remote (RRR) schools,…

This paper seeks to better understand how unanticipated disruption influences teacher agency and professionalism. Drawing on a conceptual model of teacher agency the paper examines data from teacher focus groups conducted in one Australian K-12 school to understand the lived experience of teachers (n = 50) during an initial COVID-19 lockdown…

Efforts to mitigate the spread of the COVID-19 virus based on recommendations from government agencies across the world, such as physical distancing requirements, propelled university and college training programs into virtual learning environments in 2020. This unprecedented and largely unplanned shift to online/remote learning has led to novel…