“We will appreciate each other more after this”: Teachers' construction of collective and personal identities during lockdown
dc.contributor.author | Spicksley, Kathryn | |
dc.contributor.author | Kington, Alison | |
dc.contributor.author | Watkins, Maxine | |
dc.date.accessioned | 2021-12-13T09:35:38Z | |
dc.date.available | 2021-12-13T09:35:38Z | |
dc.date.issued | 2021-08-20 | |
dc.identifier.citation | Spicksley, K., Kington, A. and 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. doi: 10.3389/fpsyg.2021.703404 | en |
dc.identifier.issn | 1664-1078 | en |
dc.identifier.doi | 10.3389/fpsyg.2021.703404 | en |
dc.identifier.uri | http://hdl.handle.net/2436/624479 | |
dc.description | © 2021 The Authors. Published by Frontiers Media. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.3389/fpsyg.2021.703404 | en |
dc.description.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. | en |
dc.format | application/pdf | en |
dc.language.iso | en | en |
dc.publisher | Frontiers Media | en |
dc.relation.url | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.703404/full | en |
dc.subject | teacher identity | en |
dc.subject | social identity theory | en |
dc.subject | COVID-19 | en |
dc.subject | lockdown | en |
dc.subject | remote teaching | en |
dc.subject | collegiality | en |
dc.subject | teacher peer relationships | en |
dc.subject | discourse analysis | en |
dc.title | “We will appreciate each other more after this”: Teachers' construction of collective and personal identities during lockdown | en |
dc.type | Journal article | en |
dc.identifier.eissn | 1664-1078 | |
dc.identifier.journal | Frontiers in Psychology | en |
dc.date.updated | 2021-12-10T10:21:42Z | |
dc.date.accepted | 2021-07-28 | |
rioxxterms.funder | University of Worcester | en |
rioxxterms.identifier.project | UOW13122021KS | en |
rioxxterms.version | VoR | en |
rioxxterms.licenseref.uri | https://creativecommons.org/licenses/by/4.0/ | en |
rioxxterms.licenseref.startdate | 2021-12-13 | en |
dc.source.volume | 12 | |
dc.description.version | Published online | |
refterms.dateFCD | 2021-12-13T09:35:27Z | |
refterms.versionFCD | VoR | |
refterms.dateFOA | 2021-12-13T09:35:38Z |