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

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 du...

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Veröffentlicht in:	Cambridge journal of education 2023-05, Vol.53 (3), p.357-374
Hauptverfasser:	Aiello, Paola, Pace, Erika Marie, Sharma, Umesh, Rangarajan, Rashmi, Sokal, Laura, May, Fiona, Gonzalez Gil, Francisca, Loreman, Tim, Malak, Saiful, Martín, Elena, McIlroy, Anne-Marie, Schwab, Susanne
Format:	Artikel
Sprache:	eng
Schlagworte:	Adjustment (to Environment) appreciative inquiry Collegiality COVID-19 Cultural Differences Distance learning Education policy Educational Policy Educational systems Educational Technology Electronic Learning Elementary Secondary Education Foreign Countries Inclusion Inclusive education Online instruction Pandemics Persistence Quality of education remote teaching School Closing Teacher Background Teacher Characteristics teacher commitment Teacher Effectiveness teacher strengths Teachers
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