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dc.contributor.authorSpicksley, Kathryn
dc.contributor.authorKington, Alison
dc.contributor.authorWatkins, Maxine
dc.date.accessioned2021-12-13T09:35:38Z
dc.date.available2021-12-13T09:35:38Z
dc.date.issued2021-08-20
dc.identifier.citationSpicksley, 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.2021.703404en
dc.identifier.issn1664-1078en
dc.identifier.doi10.3389/fpsyg.2021.703404en
dc.identifier.urihttp://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.2021.703404en
dc.description.abstractIn 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.formatapplication/pdfen
dc.language.isoenen
dc.publisherFrontiers Mediaen
dc.relation.urlhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.703404/fullen
dc.subjectteacher identityen
dc.subjectsocial identity theoryen
dc.subjectCOVID-19en
dc.subjectlockdownen
dc.subjectremote teachingen
dc.subjectcollegialityen
dc.subjectteacher peer relationshipsen
dc.subjectdiscourse analysisen
dc.title“We will appreciate each other more after this”: Teachers' construction of collective and personal identities during lockdownen
dc.typeJournal articleen
dc.identifier.eissn1664-1078
dc.identifier.journalFrontiers in Psychologyen
dc.date.updated2021-12-10T10:21:42Z
dc.date.accepted2021-07-28
rioxxterms.funderUniversity of Worcesteren
rioxxterms.identifier.projectUOW13122021KSen
rioxxterms.versionVoRen
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by/4.0/en
rioxxterms.licenseref.startdate2021-12-13en
dc.source.volume12
dc.description.versionPublished online
refterms.dateFCD2021-12-13T09:35:27Z
refterms.versionFCDVoR
refterms.dateFOA2021-12-13T09:35:38Z


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