What the COVID-19 Pandemic has taught us about becoming a teacher: Lessons for Post-pandemic realities

Abstract

<p>In this conceptual chapter, we argue that the pandemic has highlighted the need for beginning teachers who understand the personal and contextual factors associated with ‘being’ a teacher and are ready for their role as carers. The chapter presents our lived realities before and during the pandemic giving rationale for a reorientation of initial teacher education (ITE). We propose, that to help prepare teachers with the attributes to ‘be’ a teacher, ITE programmes need to be reorientated and structured around three interrelated pedagogical priorities: 1) pedagogy of care (and self-care), 2) pedagogy of autonomy and partnership, and 3) pedagogy of reflective practice. We suggest that a focus on these pedagogies is even more important when beginning teachers could be teaching in increasingly diverse, rapidly changing, and complex, digitally infused environments. Practical suggestions on how teacher educators can orientate their teaching around these priorities are provided. <br></p>