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Educational and Developmental Psychologist Volume 40, 2023 - Issue 1: Special Issue: Re-imagining teaching, learning, and well-being amidst the COVID-19 pandemic: Challenges, opportunities, and recommendations
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Research Article

Reimagining teacher identity in the post-Covid-19 university: becoming digitally savvy, reflective in practice, collaborative, and relational

Gabriella Foreman-Browna Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand
,
Esther Fitzpatricka Faculty of Education and Social Work, The University of Auckland, Auckland, New ZealandCorrespondence[email protected]
&
Kaye Twyfordb te AkoNgaio me te Whanaketanga, Education and Social Work, The University of AucklandSchool of Learning, Development and Professional Practice, Te KuraWhakatairanga i
Pages 18-26 | Received 04 Aug 2021, Accepted 07 May 2022, Published online: 06 Jun 2022

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Read on this site (2)

Michiko Weinmann, Rod Neilsen & Carolina Cabezas Benalcázar. (2023) Languaging and language awareness in the global age 2020–2023: digital engagement and practice in language teaching and learning in (post-)pandemic times. Language Awareness 0:0, pages 1-18.
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Ronnel B. King, Hongbiao Yin & Kelly-Ann Allen. (2023) Re-imagining teaching, learning, and well-being amidst the COVID-pandemic: challenges, opportunities, and recommendations. Educational and Developmental Psychologist 40:1, pages 1-4.
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Articles from other publishers (2)

Noble Po-kan Lo & Bryan Ka-ho To. (2023) To Learn or Not to Learn: Perceptions Towards Continuing Professional Development (CPD) and Self-identity Among English Language Teachers During the COVID-19 Pandemic. SN Computer Science 4:3.
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Qiaoying Cai & Xinmin Zheng. (2022) To what extent can language teachers enact agency in emergency online teaching?. Frontiers in Psychology 13.
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