Teachers’ subjectivities and emotionality in HIV/AIDS teaching

Naidoo, Jaqueline; Rule, Peter

doi:10.2989/16085906.2016.1190768

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…Hargreaves (2001) contends that teaching is an emotional practice, while Zembylas (2005) argues that by collaboratively engaging in self-reflection about their emotions, teachers can resist and transform their teaching environment. Similarly, Naidoo and Rule (2016) draw attention to the close link between teaching and emotions and suggest that when teachers collaborate they share positive and negative emotional experiences. We found that collaborative object-inspired poetic inquiry offered us opportunities for self-reflection, sharing our emotional experiences of teaching during the COVID-19 pandemic, and understanding our feelings (Wyatt, 2016).…”

Section: Discussionmentioning

confidence: 99%

Together a Catalyst: Learning From Our Co-Creative Arts-Based Inquiry About Our Teacher Selves During the Transition to Online Teaching

Naidoo

Pillay

Naicker

2023

International Journal of Qualitative Methods

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The COVID-19 pandemic necessitated many adjustments to everyday teaching at higher education institutions. While face-to-face lectures were the preferred teaching method of teacher educators prior to the COVID-19 pandemic, the shift to online teaching was heightened during the COVID-19 pandemic. This paper draws attention to the shifts we transitioned to as teacher educators teaching and researching via online platforms-specifically Zoom—in the context of the COVID-19 pandemic. This study explored how three teacher educators used co-creative arts-based inquiry to deepen their understanding of their shifting teacher ‘selves’ as online users. Object-inspired narratives and poetic inquiry were employed to co-flexively engage with our shifting teaching experiences and question our feelings of discomfort teaching online. Framed conceptually by an ethics of care and collaborative-creativity, we discuss the tensions and possibilities we experienced, and shared through our scholarly online conversations via Zoom to think through the shifts in our teacher selves and teaching. We highlight our online teaching experiences amidst the uncertainty and disruption of the COVID-19 pandemic. We then share the methodological insight of collaborative arts-based inquiry and how it facilitated reflexive dialogues and deep conversations that ignited self-learning and collective insights into the potential and possibilities of online teaching. Findings highlighted that co-creative, online engagement enabled sharing of emotional experiences and offered possibilities for transforming teacher selves. In addition, co-creative, online engagement enabled the cultivation of relational scholarly thinking. The article highlights the methodological insight of co-creative arts-based research in productively disrupting instrumental university discourse of online teaching.

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Section: Discussionmentioning

confidence: 99%

Together a Catalyst: Learning From Our Co-Creative Arts-Based Inquiry About Our Teacher Selves During the Transition to Online Teaching

Naidoo

Pillay

Naicker

2023

International Journal of Qualitative Methods

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“…It is also possible that engaging in relevant research may provide students with a sense of control and a productive way to channel their emotions. In either case, it is important to consider the role that conducting pandemic-related research may have on students’ well-being and the role that teachers play when integrating sensitive content into teaching materials (Barlow & Becker-Blease, 2012; Naidoo & Rule, 2016).…”

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confidence: 99%

Applying social psychology to a global crisis: Student engagement in a laboratory class during the COVID-19 pandemic.

Freedman

Oates

Kirk

2023

Scholarship of Teaching and Learning in Psychology

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The present research examines the attitudes and perspectives of undergraduate students in an advanced social psychology laboratory class upon engaging in pandemic-related research during the COVID-19 pandemic. In this class, the students designed and conducted online studies on pandemic-related racism, stigma related to age and mask wearing, and persuasive techniques to encourage social distancing. At the end of the semester, the students responded to a survey about their experiences engaging in pandemic-related research while the pandemic was occurring. Quantitative and qualitative analyses indicated that students learned about the applicability of social psychology to real-world phenomena and felt high levels of engagement in the research process. However, students also noted some discomfort and the emotional challenges of conducting highly relevant research during a global crisis. Thus, instructors should carefully consider whether engaging in timely and potentially emotional research is appropriate for the students in the class. Furthermore, the present study was conducted with a small undergraduate class in which a majority of the students were White women, and their experiences may not generalize to larger classes or broader populations. Taken together, the present research points to the potential promises and pitfalls of engaging in timely research on an emergency situation within a classroom setting.

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Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019

Chen

2020

Cambridge Journal of Education

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Teachers’ subjectivities and emotionality in HIV/AIDS teaching

Cited by 3 publications

References 16 publications

Together a Catalyst: Learning From Our Co-Creative Arts-Based Inquiry About Our Teacher Selves During the Transition to Online Teaching

Together a Catalyst: Learning From Our Co-Creative Arts-Based Inquiry About Our Teacher Selves During the Transition to Online Teaching

Applying social psychology to a global crisis: Student engagement in a laboratory class during the COVID-19 pandemic.

Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019

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