Purpose: This thinking piece examines, from the viewpoint of two Canadian pracademics in the pandemic, the role of pedagogy and professionalism in crisis teaching and learning. The purpose of the paper is to highlight some of the tensions that have emerged and offer possible considerations to disrupt the status quo and catalyze transformation in public education during the pandemic and beyond. Design/methodology/approach: This paper considers the current context of COVID-19 and education and uses the professional capital framework (Hargreaves and Fullan, 2012) to examine pandemic pedagogies and professionalism. Findings: The COVID-19 pandemic has catapulted educational systems into emergency remote teaching and learning. This rapid shift to crisis schooling has massive implications for pedagogy and professionalism during the pandemic and beyond. Despite the significant challenges for educators, policymakers, school leaders, students and families, the pandemic is a critical opportunity to rethink the future of schooling. A key to transformational change will be for schools and school systems to focus on their professional capital and find ways to develop teachers' individual knowledge and skills, support effective collaborative networks that include parents and the larger school community and, ultimately, trust and include educators in the decision-making and communication process. Originality/value: This thinking piece offers the perspective of two Canadian pracademics who do not wish for a return to “normal” public education, which has never serve all children well or equitably. Instead, they believe the pandemic is an opportunity to disrupt the status quo and build the education system back better. Using the professional capital framework, they argue that it will be educators' professionalism and pandemic pedagogies that will be required to catalyze meaningful transformational change.

中文翻译：

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大流行中的实用学：教学法和专业精神

目的：从两个加拿大流行病大流行的观点出发，本文思考了教学法和专业精神在危机教学中的作用。本文的目的是强调一些已经出现的紧张局势，并提供可能的考虑因素，以在大流行期间及以后的时期破坏现状并促进公共教育的变革。设计/方法/方法：本文考虑了COVID-19和教育的当前背景，并使用专业资本框架（Hargreaves和Fullan，2012）来研究大流行的教学法和专业性。调查结果：COVID-19大流行使教育系统迅速投入了紧急远程教学中。这种迅速转向危机教育的方式对大流行期间及以后的教育和专业精神具有重大影响。尽管对教育者，政策制定者，学校领导，学生和家庭构成重大挑战，但这种流行病还是重新思考未来教育的重要机会。变革变革的关键将是学校和学校系统专注于他们的专业资本，并找到发展教师个人知识和技能的方法，支持包括父母和更大的学校社区在内的有效协作网络，并最终信任并包括教育者在决策和沟通过程中。独创性/价值：该思考性文章提供了两个不希望返回“正常”公共教育的加拿大实用主义者的观点，这些教育从未为所有儿童提供良好或公平的服务。反而，他们认为，大流行是一个机会，可以破坏现状并更好地建立教育体系。他们认为，使用专业资本框架将需要教育者的专业精神和大流行教学法，以促进有意义的变革。