Reconceptualising relatedness in education in ‘Distanced’ Times

References

• Allen, J., L. Rowan, and P. Singh. 2020. “Teaching and Teacher Education in the Time of COVID-19.” Asia-Pacific Journal of Teacher Education 48 (3): 233–236. doi:10.1080/1359866X.2020.1752051.
   Web of Science ®Google Scholar
• Becher, T., and P. Trowler. 2001. Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines. Buckingham: SRHE/OUP.
   Google Scholar
• Bowlby, J. 1969. Attachment and Loss. New York: Basic Books.
   Google Scholar
• Claessens, L., J. Van Tartwijk, A. Van Der Want, H. Pennings, N. Verloop, P. Den Brok, and T. Wubbels. 2017. “Positive Teacher-student Relationships Go beyond the Classroom, Problematic Ones Stay Inside.” The Journal of Educational Research 110 (5): 478–493. doi:10.1080/00220671.2015.1129595.
   Web of Science ®Google Scholar
• Cochran-Smith, M. 2020. “Teacher Education for Justice and Equity: 40 Years of Advocacy.” Action in Teacher Education 42 (1): 49–59. doi:10.1080/01626620.2019.1702120.
   Google Scholar
• Cramp, A. 2015. “Meaningful Dialogue in Digitally Mediated Learning for In-serviceteacher Development.” Technology, Pedagogy and Education 24 (1): 1–16. doi:10.1080/1475939X.2013.822417.
   Web of Science ®Google Scholar
• Doyle, O. 2020. “COVID-19: Exacerbating Educational Inequalities?” PublicPolicy.ie., Accessed 28 May 2020. http://publicpolicy.ie/papers/covid-19-exacerbating-educational-inequalities/
   Google Scholar
• Dyment, J., J. Downing, A. Hill, and S. Smith. 2018. “‘I Did Think It Was a Bit Strange Taking Outdoor Education Online’: Exploration of Initial Teacher Education Students’ Online Learning Experiences in a Tertiary Outdoor Education Unit.’.” Journal of Adventure Education and Outdoor Learning 18 (1): 70–85. doi:10.1080/14729679.2017.1341327.
   Web of Science ®Google Scholar
• Dyment, J. E., and J. J. Downing. 2020. “Online Initial Teacher Education: A Systematic Review of the Literature.” Asia-Pacific Journal of Teacher Education 48 (3): 316–333. doi:10.1080/1359866X.2019.1631254.
   Web of Science ®Google Scholar
• Ferdig, R.E., E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, and C Mouza, Eds. 2020. Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2020 from https://www.learntechlib.org/p/216903/.
   Google Scholar
• Flores, M., and C. Day. 2006. “Contexts Which Shape and Reshape New Teachers’ Identities: A Multi-perspective Study.” Teaching and Teacher Education 22 (2): 219–232. doi:10.1016/j.tate.2005.09.002.
   Web of Science ®Google Scholar
• Freire, P. 1997. Teachers as Cultural Workers: Letters to Those that Dare Teach. (tr. D. Macedo, D. Koike and A. Oliveira). Boulder: Westview Press.
   Google Scholar
• Goldstein, L., and D. Freedman. 2003. “Challenges Enacting Caring Teacher Education.” Journal of Teacher Education 54 (5): 441–454. doi:10.1177/0022487103259114.
   Web of Science ®Google Scholar
• Goodwin, A. L. 2020. “Globalization, Global Mindsets and Teacher Education.” Action in Teacher Education 42 (1): 6–18. doi:10.1080/01626620.2019.1700848.
   Google Scholar
• Hall, T., C. Connolly, S. Ó. Grádaigh, K. Burden, M. Kearney, S. Schuck, J. Bottema, et al. 2020. “Education in Precarious Times: A Comparative Study across Six Countries to Identify Design Priorities for Mobile Learning in a Pandemic.” In Information and Learning Sciences, Emerald Publishing Limited, 2020. doi.org/10.1108/ILS-04-2020-0089 .
   Google Scholar
• Hamilton, E. R., J. M. Rosenberg, and M. Akcaoglu. 2016. “The Substitution Augmentation Modification Redefinition (SAMR) Model: A Critical Review and Suggestions for Its Use.” TechTrends 60 (5): 433–441. doi:10.1007/s11528-016-0091-y.
   Web of Science ®Google Scholar
• Hartshorne, R., E. Baumgartner, R. Kaplan-Rakowski, C. Mouza, and R. E. Ferdig. 2020. “Special Issue Editorial: Preservice and Inservice Professional Development during the COVID-19 Pandemic.” Journal of Technology and Teacher Education 28 (2): 137–147.
   Google Scholar
• Hattie, J. 2018. “Hattie Ranking: 252 Influences and Effect Sizes Related to Student Achievement.” Accessed 11 July 2020. https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
   Google Scholar
• Heinz, M., and M. Fleming. 2019. “Leading Change in Teacher Education: Balancing on the Wobbly Bridge of School- University Partnership.” European Journal of Educational Research 8 (4): 1295–1306. doi:10.12973/eu-jer.8.4.1295.
   Google Scholar
• Higher Education Authority. 2018a. Progress Review of the National Access Plan andPriorities to 2021. Dublin: HEA.
   Google Scholar
• Higher Education Authority. 2018b. Higher Education Institutional Staff Profiles byGender. Dublin: HEA.
   Google Scholar
• Hodges, C., S. Moore, B. Lockee, T. Trust, and A. Bond. 2020. “The Differencebetween Emergency Remote Teaching and Online Learning.” Accessed 06 July 2020. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remoteteaching-and-online-learning
   Google Scholar
• Keane, E., M. Heinz, and A. Lynch. 2018. “Working-class Student Teachers: Not Being Encouraged at School and Impact on Motivation to Become a Teacher.” Education Research and Perspectives 45: 71.
   Google Scholar
• Kim, M., and D. Schallert. 2011. “Building Caring Relationships between a Teacher and Students in a Teacher Preparation Program Word-by-word, Moment-by-moment..” Teaching and Teacher Education 27 (7): 1059–1067. doi:10.1016/j.tate.2011.05.002.
   Web of Science ®Google Scholar
• Labaree, D. 2008. “An Uneasy Relationship: The History of Teacher Education in the University.” In Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts, edited by M. Cochran-Smith, S. F. Nemser, D. J. McIntyre, and K. Demers, 290–306. 3rd ed. New York: Routledge and Taylor Francis Groups and the Association of Teacher Educators.
   Google Scholar
• Le Cornu, R. 2013. “Building Early Career Teacher Resilience: The Role of Relationships..” Australian Journal of Teacher Education 38 (4): 1–16. doi:10.14221/ajte.2013v38n4.4.
   Google Scholar
• Levinas, E. 1976. Difficile Liberté. Paris: Albin Michel.
   Google Scholar
• Lochner, B. 2020. “Thüringer Familien in Zeiten von Corona – Wohlbefinden der Kinder, Herausforderungen des Homeschooling & Unterstützungsbedarfe der Eltern.” Erste Befunde. Working Paper. Accessed 28 May 2020. https://www.forum-transfer.de/fileadmin/user_upload/20-04-25_Befr.Familien-1.Befunde.pdf
   Google Scholar
• Lynch, K. 2010. “Carelessness: A Hidden Doxa of Higher Education.” Arts and Humanities in Higher Education 9 (1): 54–67. doi:10.1177/1474022209350104.
   Google Scholar
• Lynch, K., J. Baker, and M. Lyons, Eds.. 2009. Affective Equality: Love, Care and Injustice. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Macfarlane, B. 2004. Teaching with Integrity: The Ethics of Higher Education Practice. London: RoutlegeFalmer.
   Google Scholar
• Mishra, P., and M. J. Koehler. 2006. “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.” Teachers College Record 108 (6): 1017. doi:10.1111/j.1467-9620.2006.00684.x.
   Web of Science ®Google Scholar
• Moorhouse, B. L. 2020. “Adaptations to a Face-to-face Initial Teacher Education Course ‘Forced’ Online Due to the COVID-19 Pandemic.” Journal of Education for Teaching 1–3. doi:10.1080/02607476.2020.1755205.
   PubMed Web of Science ®Google Scholar
• Murray, C. 2020. “From Isolation to Individualism: Collegiality in the Teacher Identity Narratives of Experienced Second-level Teachers in the Irish Context.” Irish Educational Studies 1–17. doi:10.1080/03323315.2020.1739548.
   Web of Science ®Google Scholar
• Noddings, N. 1984. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: University of California Press.
   Google Scholar
• Noddings, N. 1992. The Challenge to Care in Schools. New York: Teachers College Press..
   Google Scholar
• Noddings, N. 2012. “The Caring Relation in Teaching.” Oxford Review of Education 38 (6): 771–781. doi:10.1080/03054985.2012.745047.
   Web of Science ®Google Scholar
• Piro, J. S., and G. Anderson. 2018. “Intentional Online Discussions in Teacher Education..” The Teacher Educator 53 (2): 167–189. doi:10.1080/08878730.2017.1419394.
   Google Scholar
• Puentedura, R. 2006. “Transformation, Technology, and Education [Blog Post].” http://hippasus.com/resources/tte/
   Google Scholar
• Reay, D. 2017. Miseducation: Inequality, Education and the Working Classes. Bristol: Policy Press.
   Google Scholar
• Roll, K., and M. Ventresca 2020. “Lecturer and Student Relationships Matter Even More Online than on Campus.” The Guardian. Accessed 10 June 2020. https://www.theguardian.com/education/2020/jun/08/lecturer-and-student-relationships-matter-even-more-online-than-on-campus
   Google Scholar
• Ryan, R. M., and E. L. Deci. 2000. “Self-determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-being..” American Psychologist 55 (1): 68–78. doi:10.1037/0003-066X.55.1.68.
   PubMed Web of Science ®Google Scholar
• Sabol, T. J., and R. C. Pianta. 2012. “Recent Trends in Research on Teacher-child Relationships..” Attachment & Human Development 14 (3): 213–231. doi:10.1080/14616734.2012.672262.
   PubMed Web of Science ®Google Scholar
• Seligman, M. 2011. Flourish. New York: NY Free Press.
   Google Scholar
• Selwyn, N. 2020. “After COVID-19: The Longer-term Impacts of the Coronavirus Crisis on Education.” Accessed 27 May2020. https://educationfutures.monash.edu/all—present/after-covid-19
   Google Scholar
• Tranier, J., S. Bazán, L. Porta, and M. G. Di Franco. 2020. “Concatenaciones fronterizas: Pedagogías, oportunidades, mundos sensibles y COVID-19..” Praxis Educativa 24 (2): 1–18. doi:10.19137/praxiseducativa-2020-240203.
   Google Scholar
• Trust, T., and J. Whalen. 2020. “Should Teachers Be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic.” Journal of Technology and Teacher Education 28 (2): 189–199.
   Google Scholar
• UNESCO. 2020. “Education: From Disruption to Recovery.” Accessed 10 July 2020. https://en.unesco.org/covid19/educationresponse/
   Google Scholar
• Williams, E., and P. Standish. 2016. “Sound Not Light: Levinas and the Elements of Thought.” Educational Philosophy and Theory 48 (4): 360–373. doi:10.1080/00131857.2015.1047820.
   Web of Science ®Google Scholar
• Williamson, B. 2020. “New Pandemic Edtech Power Networks.” Techlash 1: 17–28.
   Google Scholar