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

Author:

Aiello Paola1ORCID,Pace Erika Marie1ORCID,Sharma Umesh2ORCID,Rangarajan Rashmi2ORCID,Sokal Laura3ORCID,May Fiona2ORCID,Gonzalez Gil Francisca4ORCID,Loreman Tim5ORCID,Malak Saiful6ORCID,Martín Elena4ORCID,McIlroy Anne-Marie7ORCID,Schwab Susanne8ORCID

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

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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