Abstract

COVID-19 has disrupted the educational landscape around the world, putting new pressures on schools, colleges and universities, and more specifically on teaching, learning and assessment. Educators feel fragmented, as their identities as well as their roles pivoted when the pandemic directed them home to teach. This paper explores a global story-based educational research project that sought to capture the pressures, stress and self-efficacy of educators across the world. Our digital ethnographic study sought to explore what educators were experiencing; to archive the worries, hopes, concerns and issues encountered by teachers in new spaces and sites as remote emergency practice began. What has emerged from the 635-educator participant study that includes 105 respondents in the higher education/tertiary sector that we have chosen to focus on here, is an attentiveness to the place of learning and teaching. More importantly, the relations between people and place, and the teachers and their students. This paper explores four stories from the higher education data that have been re-storied as an opening to this pandemic and the effects of the pivot on teaching practice to indicate the times and provide voice to our participants.

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