ABSTRACT

This article reports on a collaborative self-study conducted by the authors (two teacher educators) as we attempted to implement a pedagogy of care during the disruptions to teacher education caused by COVID-19. Due to the pandemic, we were required to conduct our teacher education courses synchronously online through video-conferencing software. Although this mode of instruction allowed us to continue teaching despite the restrictions necessitated by COVID-19, the relational aspect of teaching and the role of care seemed to be limited and became an important concern for us. Through self-study, we aimed to improve our online teaching practices by enacting a pedagogy of care during one full semester. We detail our attempts to conceptualise a pedagogy of care for the online classroom, begin our courses from a position of care and prioritize and maintain care throughout the semester. We also present the ongoing challenges we experienced in implementing a pedagogy of care online. While recognising that everyone has been affected by COVID-19 in different ways, we hope through sharing our experiences, others can learn from them and conceptualise and implement a pedagogy of care in their contexts.

摘要

本文报告了作者（两名教师教育工作者）在 COVID-19 导致教师教育中断期间尝试实施护理教学法时进行的合作自学。由于大流行，我们需要通过视频会议软件在线同步进行教师教育课程。尽管这种教学模式允许我们在 COVID-19 所必需的限制下继续教学，但教学的相关方面和护理的作用似乎受到限制，成为我们的一个重要关注点。通过自学，我们的目标是通过在一个完整学期内制定护理教学法来改进我们的在线教学实践。我们详细介绍了我们对在线课堂护理教学法进行概念化的尝试，从护理的位置开始我们的课程，并在整个学期中优先考虑和维持护理。我们还介绍了我们在实施在线护理教学法方面所遇到的持续挑战。虽然认识到每个人都以不同的方式受到 COVID-19 的影响，但我们希望通过分享我们的经验，其他人可以向他们学习，并在他们的背景下概念化和实施护理教学法。