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Cambridge Journal of Education Volume 53, 2023 - Issue 3
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Research Article

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

Paola Aielloa Department of Humanities, Philosophy and Education, University of Salerno, Salerno, ItalyCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-6875-6830
ORCID Icon,
Erika Marie Pacea Department of Humanities, Philosophy and Education, University of Salerno, Salerno, ItalyORCID Iconhttps://orcid.org/0000-0002-4557-7722
ORCID Icon,
Umesh Sharmab Faculty of Education, Monash University, Victoria, AustraliaORCID Iconhttps://orcid.org/0000-0002-5198-9379
ORCID Icon,
Rashmi Rangarajanb Faculty of Education, Monash University, Victoria, AustraliaORCID Iconhttps://orcid.org/0000-0001-9627-0504
ORCID Icon,
Laura Sokalc Faculty of Education, The University of Winnipeg, Winnipeg, Manitoba, CanadaORCID Iconhttps://orcid.org/0000-0002-7543-8416
ORCID Icon,
Fiona Mayb Faculty of Education, Monash University, Victoria, AustraliaORCID Iconhttps://orcid.org/0000-0002-0529-3610
ORCID Icon,
Francisca Gonzalez Gild Faculty of Education, University of Salamanca, Salamanca, SpainORCID Iconhttps://orcid.org/0000-0003-1276-7877
ORCID Icon,
Tim Loremane Faculty of Education, Concordia University of Edmonton, Montreal, Alberta, CanadaORCID Iconhttps://orcid.org/0000-0002-6666-1720
ORCID Icon,
Saiful Malakf Institute of Education and Research, University of Dhaka, Dhaka, BangladeshORCID Iconhttps://orcid.org/0000-0001-8072-4452
ORCID Icon,
Elena Martínd Faculty of Education, University of Salamanca, Salamanca, SpainORCID Iconhttps://orcid.org/0000-0002-8046-7481
ORCID Icon,
Anne-Marie McIlroyg Education and Health Sciences University of Canterbury, Christchurch, New ZealandORCID Iconhttps://orcid.org/0000-0002-8614-2565
ORCID Icon &
Susanne Schwabh Centre for teacher education, University of Vienna, Vienna, AustriaORCID Iconhttps://orcid.org/0000-0002-3989-4473
ORCID Icon show all
Pages 357-374 | Received 02 Aug 2021, Accepted 21 Nov 2022, Published online: 11 Jan 2023
 
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ABSTRACT

An appreciative inquiry approach oriented eight semi-structured interviews conducted with teachers from Australia, New Zealand, Austria, Italy, Spain, Canada, Bangladesh and India to identify their intrinsic and extrinsic strengths and understand how they were able to translate them into practice during the first COVID-19 lockdown in 2020. Commitment and determination, collegial support and solidarity were some of the common driving forces identified, despite the differences in teachers’ backgrounds, education systems, policies and cultures. Our research sheds light on opportunity solving in times of crisis as well as on the way education systems worldwide can renew themselves to ensure innovative and inclusive quality education.

Disclosure statement

No potential conflict of interest was reported by the author(s).

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