Identifying teachers’ strengths to face COVID-19: narratives from across the globe-Reference-Cited by-同舟云学术

Identifying teachers’ strengths to face COVID-19: narratives from across the globe

Published:2023-01-11 Issue:3 Volume:53 Page:357-374
ISSN:0305-764X
Container-title:Cambridge Journal of Education
language:en
Short-container-title:Cambridge Journal of Education

Author:

Aiello Paola¹^ORCID,Pace Erika Marie¹^ORCID,Sharma Umesh²^ORCID,Rangarajan Rashmi²^ORCID,Sokal Laura³^ORCID,May Fiona²^ORCID,Gonzalez Gil Francisca⁴^ORCID,Loreman Tim⁵^ORCID,Malak Saiful⁶^ORCID,Martín Elena⁴^ORCID,McIlroy Anne-Marie⁷^ORCID,Schwab Susanne⁸^ORCID

Affiliation:

1. Department of Humanities, Philosophy and Education, University of Salerno, Salerno, Italy

2. Faculty of Education, Monash University, Victoria, Australia

3. Faculty of Education, The University of Winnipeg, Winnipeg, Manitoba, Canada

4. Faculty of Education, University of Salamanca, Salamanca, Spain

5. Faculty of Education, Concordia University of Edmonton, Montreal, Alberta, Canada

6. Institute of Education and Research, University of Dhaka, Dhaka, Bangladesh

7. Education and Health Sciences University of Canterbury, Christchurch, New Zealand

8. Centre for teacher education, University of Vienna, Vienna, Austria

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/0305764X.2022.2159013

Reference39 articles.

1. Ashford, G., & Patkar, S. (2001). The positive path: Using appreciative inquiry in rural Indian communities. International Institute for Sustainable Development.

2. Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

3. Towards a model of work engagement

4. Berger, J. (2020). The catalyst: How to change anyone’s mind. Simon & Schuster.

5. Appreciative student voice model – reflecting on an appreciative inquiry research method for facilitating student voice processes

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