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

References

• Ashford, G., & Patkar, S. (2001). The positive path: Using appreciative inquiry in rural Indian communities. International Institute for Sustainable Development.
   Google Scholar
• Babinčáková, M., & Bernard, P. (2020). Online experimentation during COVID-19 secondary school closures: Teaching methods and student perceptions. Journal of Chemical Education, 97(9), 3295–3300. https://doi.org/10.1021/acs.jchemed.0c00748
   PubMed Web of Science ®Google Scholar
• Bakker, A. B., & Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13(3), 209–223. https://doi.org/10.1108/13620430810870476
   Google Scholar
• Berger, J. (2020). The catalyst: How to change anyone’s mind. Simon & Schuster.
   Google Scholar
• Bergmark, U., & Kostenius, C. (2018). Appreciative student voice model – reflecting on an appreciative inquiry research method for facilitating student voice processes. Reflective Practice, 19(5), 623–637. https://doi.org/10.1080/14623943.2018.1538954
   Web of Science ®Google Scholar
• Bintliff, A. (2020, September 8). How COVID-19 has influenced teachers’ well-being. Psychology Today. https://www.psychologytoday.com/ca/blog/multidimensional-aspects-adolescent-well-being/202009/how-covid-19-has-influenced-teachers-well.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Bubb, B., & Jones, M. A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools, 23(3), 209–222. https://doi.org/10.1177/1365480220958797
   Web of Science ®Google Scholar
• Burnard, P., Gill, P., Stewart, K., Treasure, E., & Chadwick, B. (2008). Analysing and presenting qualitative data. British Dental Journal, 204(8), 429–432. https://doi.org/10.1038/sj.bdj.2008.292
   PubMed Web of Science ®Google Scholar
• Bushe, G. (2005). Five theories of change embedded in appreciative inquiry. In Cooperrider, D., Sorenson, P., Yeager, T., & Whitney, D. (Eds.), Appreciative Inquiry: Foundations in Positive Organization Development (pp. 121–132). Champaign, IL: Stipes. http://www.gervasebushe.ca/ai5.pdf. Presented at the 18th Annual World Congress of Organization Development, Dublin, Ireland, July 14-18, 1998.
   Google Scholar
• Bushe, G. R. (2011). Appreciative inquiry: Theory and critique. In D. Boje, B. Burnes, & J. Hassard (Eds.), The routledge companion to organisational change (pp. 87–103). Routledge.
   Google Scholar
• Celia, G. (2020). Les styles narratifs du groupe comme indicateurs de changement. Revue de Psychothérapie Psychanalytique de Groupe, 74(1), 157–168. https://doi.org/10.3917/rppg.074.0157
   Google Scholar
• Coghlan, A. T., Preskill, H., & Tzavaras Catsambas, T. (2013). An overview of appreciative inquiry in evaluation. New Directions for Evaluation, 2003(100), 5–22. https://doi.org/10.1002/ev.96
   Google Scholar
• Cooperrider, D. L. (2005). Appreciative inquiry: A positive revolution in change. In P. Holman & T. Devane (Eds.), The change handbook (pp. 245–263). Berrett-Koehler Publishers.
   Google Scholar
• Cooperrider, D. L. (2012). The concentration effect of strengths: How the whole system ‘AI’ summit brings out the best in human enterprise. Organizational Dynamics, 41(2), 106–117. https://doi.org/10.1016/j.orgdyn.2012.01.004
   Web of Science ®Google Scholar
• Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life. In W. A. Pasmore & W. Woodman (Eds.), Research in organizational change and development (Vol. 1, pp. 129–169). JAI Press.
   Google Scholar
• Cooperrider, D. L., Whitney, D., & Stavros, J. M. (2008). Appreciative inquiry handbook for leaders of change. Crown Custom.
   Google Scholar
• Covey, S. (2004). The 7 habits of highly effective people. Touchstone.
   Google Scholar
• Cozzolino, M., Vivo, D., Girelli, L., Limone, P., & Celia, G. (2020). The evaluation of a mind–body intervention (MBT-T) for stress reduction in academic settings: A pilot study. Behavioral Sciences, 10(8), 124. https://doi.org/10.3390/bs10080124
   Web of Science ®Google Scholar
• Dematteo, D., & Reeves, S. (2011). A critical examination of the role of appreciative inquiry within an interprofessional education initiative. Journal of Interprofessional Care, 25(3), 203–208. https://doi.org/10.3109/13561820.2010.504312
   PubMed Web of Science ®Google Scholar
• DiPietro, G., Biagi, F., Costa, P., Karpiński, Z., & Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets. JRC Technical Report, European Commission. https://publications.jrc.ec.europa.eu/repository/bitstream/JRC121071/jrc121071.pdf
   Google Scholar
• D’Orville, H. (2020). COVID-19 causes unprecedented educational disruption: Is there a road towards a new normal? Prospects, 49(1–2), 11–15. https://doi.org/10.1007/s11125-020-09475-0
   PubMedGoogle Scholar
• Filleul, M., & Rowland, B. (2006). Using appreciative inquiry in the vancouver school district: A positive approach to enhance learning. BC Educational Leadership Research. http://aceconsulting.ca/ai/Using_Appreciative_Inquiry.pdf
   Google Scholar
• Fullan, M., Quinn, J., Drummy, M., & Gardner, M. (2020). Education reimagined: The future of learning. https://edudownloads.azureedge.net/msdownloads/Microsoft-EducationReimagined-Paper.pdf
   Google Scholar
• Garcia, H. F. (2006). Effective leadership response to crisis. Strategy and Leadership, 34(1), 4–10. https://doi.org/10.1108/10878570610637849
   Google Scholar
• Giunco, K. M., Rosen-Reynoso, M., Friedman, A. A., Hunter, C. J., & Cownie, C. T. (2020). Lessons from the field: Catholic school educators and COVID-19. Journal of Catholic Education, 23(1), 243–267. https://files.eric.ed.gov/fulltext/EJ1278600.pdf
   Google Scholar
• Grant, S., & Humphries, M. (2006). Critical evaluation of appreciative inquiry: Bridging an apparent paradox. Action Research, 4, 401–418. https://doi.org/10.1177/1476750306070103
   Google Scholar
• Harris, A. (2020). Covid-19. School leadership in crisis? Jjournal of Professional Capital and Community, 5(3–4), 321–326. https://doi.org/10.1108/JPCC-06-2020-0045
   Web of Science ®Google Scholar
• Holm-Hadulla, R. M., Klimov, M., Juche, T., Möltner, A., & Herpertz, S. C. (2021). Well-being and mental health of students during the COVID-19 pandemic. Psychopathology, 54(6), 291–297. https://doi.org/10.1159/000519366
   PubMed Web of Science ®Google Scholar
• Kim, L. E., & Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. The British Journal of Educational Psychology, 90(4), 1062–1083. https://doi.org/10.1111/bjep.12381
   PubMed Web of Science ®Google Scholar
• Michael, S. (2014). The promise of appreciative inquiry as an interview tool for field research. Development in Practice, 15(2), 222–230. https://doi.org/10.1080/09614520500042094
   Google Scholar
• Mindzak, M. (2020). COVID-19 and the ongoing problem of educational efficiency. Brock Journal of Education, 29(2), 18–23. https://doi.org/10.26522/brocked.v29i2.837
   Web of Science ®Google Scholar
• Mohr, B. (2002). The essentials of appreciative inquiry: A roadmap to creating positive futures. Pegasus Communications.
   Google Scholar
• OECD. (2020). School Education During COVID-19: Were teachers and students ready? Tackling coronavirus (COVID-19). https://www.oecd.org/education/New-Zealand-coronavirus-education-country-note.pdf
   Google Scholar
• Schaufeli, W. B., Leiter, M. P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career Development International, 14(3), 204–220. https://doi.org/10.1108/13620430910966406
   Web of Science ®Google Scholar
• Smith, J. A., & Judd, J. (2020). COVID-19: Vulnerability and the power of privilege in a pandemic. Health Promotion Journal of Australia, 31(2), 158–160. https://doi.org/10.1002/hpja.333
   PubMed Web of Science ®Google Scholar
• Sokal, L., Babb, J., & Trudel, L. E. (2020, June 17). How to prevent teacher burnout during the coronavirus pandemic. The Conversation. https://theconversation.com/how-to-prevent-teacher-burnout-during-the-coronavirus-pandemic-139353.
   Google Scholar
• Spoel, I. V. D., Noroozi, O., Schuurink, E., & Ginkel, S. V. (2020). Teachers’ online teaching expectations and experiences during the Covid-19 pandemic in the Netherlands. European Journal of Teacher Education, 43(4), 623–638. https://doi.org/10.1080/02619768.2020.1821185
   Web of Science ®Google Scholar
• Waxman, H. C., Padron, Y. N., & Gray, J. P. (2004) (Eds.). Educational resiliency. Student, teacher and school perspectives. Information Age Publishing.
   Google Scholar
• Wong, K. M., & Moorhouse, B. L. (2020). The impact of social uncertainty, protests, and COVID-19 on Hong Kong teachers. Journal of Loss & Trauma, 25(8), 649–655. https://doi.org/10.1080/15325024.2020.1776523
   Web of Science ®Google Scholar