Living at Work: Teaching Online During the COVID-19 Pandemic

Authors

DOI:

https://doi.org/10.5204/ssj.2722

Keywords:

Educator Wellbeing, Practice Architecture, Context Collapse, Initial Teacher Education, online teaching

Abstract

This article presents a case study of what educators from an initial teacher education provider in Aotearoa, New Zealand learnt from the collapse of institutional practice architecture during the COVID-19 lockdown in March 2020. It explores how educators responded to the challenges emerging from living at work and recognises the interconnected links of educators’ practices in their sayings, doings, and relatings. The study was conducted using semi-structured interviews to gather in the moment lived experiences of nine teacher educators in their ‘living at work’ context. The insight from these interviews provides a unique perspective of how educator and student wellbeing can be sustained through relationships. The collapse of institutional practice architecture highlighted arrangements and set-ups within the institute that enabled or constrained educator practices and how the changing arrangements impacted student wellbeing.

 

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Author Biographies

Rachelle Hulbert, Bethlehem Tertiary Institute

Rachelle Hulbert is an educator in the Bachelor of Education (Teaching) Primary program at Bethlehem Tertiary Institute in Tauranga, New Zealand. She has an interest in curriculum and pedagogy, sustainability education and local curriculum design, and teacher professional development. Currently Rachelle is completing her doctorate, exploring how professional development might be arranged to enable sustainability education practices to be developed. Her research  focusses on how sustainability education professional learning shape local curriculum design and teaching practices within a case study primary school.

Peter Maslin, Bethlehem Tertiary Institute

Peter Maslin is a lecturer within Whaipurapura Graduate Diploma of Teaching Secondary at Bethlehem Tertiary Institute in Tauranga, New Zealand. He has an interest in educational philosophy and theology, digital technology and the how pre-service teachers develop professional identity and agency. Currently Peter is completing his PhD looking how practicum experience contributes to preservice teachers understanding of digital fluency and capability in Aotearoa New Zealand. In 2021 he was awarded the ICCTE Harro Van Brummelen Scholarship for emerging researcher in the field of Chrisitan education. 

Sue Baker, Bethlehem Tertiary Institute

Sue Baker is an educator in the Bachelor of Education (Teaching) Primary program at Bethlehem Tertiary Institute in Tauranga, New Zealand.  She has an interest in Culturally Responsive Teaching and learning, Cultural Relationship development, and Te Tiriti informed practise. The focus of her Masters degree in Professional Practise in Education centred on how Māori students maintain a true sense of cultural identity in a Eurocentric Christian learning environment. Currently Sue is involved in facilitation of PLD focussing on CRRP and Te Tiriti o Waitangi in education and practice. Sue delivers PLD across the Kahui Ako sectors, ECE providers (CECEA) and Ministry of Education programmes for Beginning, Aspiring and Executive level leadership with the Growth Culture group.  Her current rangahau is focussed on Treaty informed and Treaty integrated practice in the tertiary sector with a focus on tertiary educator's in Social work, Counselling, Primary and Secondary Teacher education programmes.   

Special Issue: Educator Wellbeing in Higher Education. Photo by engin akyurt on Unsplash

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Published

2023-12-11

How to Cite

Hulbert, R., Maslin, P., & Baker, S. (2023). Living at Work: Teaching Online During the COVID-19 Pandemic. Student Success, 14(3), 29–40. https://doi.org/10.5204/ssj.2722

Issue

Vol. 14 No. 3 (2023): Special Issue: Educator Wellbeing in Higher Education

Section

Articles

License

Copyright (c) 2023 Rachelle Hulbert, Peter Maslin, Sue Baker

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.