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Manuscript deadline
04 January 2021

Cover image - Teachers and Teaching

Teachers and Teaching

Special Issue Editor(s)

Professor Qing Gu, UCL Institute of Education
[email protected]

Professor Martin Mills, UCL Institute of Education
[email protected]

Professor Christopher Day, University of Nottingham
[email protected]

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The Drive for Equity and Quality in the Time of Covid-19: Considerations and Implications for Teachers and Teaching

Open Call for A Special Issue:

The Drive for Equity and Quality in the Time of Covid-19: Considerations and Implications for Teachers and Teaching

As of 15th April 2020, 191 countries had closed their schools affecting 1.6 billion children (McKinsey, 2020). Although Covid-19 did not cause education or health inequality, the exceptional circumstances associated with society lockdown and school closure have, in many cases, deepened the education, health and wellbeing inequalities inherent in many societies. Such inequalities exist not only between countries and school systems, but also between different communities within the same country or system.

For schools, the Covid-19 pandemic has created unprecedented environments that challenge, intellectually, emotionally and practically, how teachers teach and how students learn. Whilst recognising that many school systems responded to the unpredictable uncertainties with resilience, determination and commitment to support the learning and wellbeing of all children and young people, a worrying truth is that the society’s most vulnerable and disadvantaged children are, now more than ever, at the greatest risk of being left further behind of their more advantaged peers.

Variation in quality relates to a variety of interlocking factors including, for example, families’ access to resources and infrastructures that can support remote learning, children’s and their teachers’ health and wellbeing, and the readiness of teachers’ knowledge and skills to attend to both the content of learning and children’s different needs of learning.  The provision of distance teaching and learning to children and young people of all abilities and diverse backgrounds represents only one of the many complex challenges that schools and education systems are currently grappling with. These challenges will inevitably disturb the stability of teachers’ work, the conditions for teaching and learning, their own development, and more profoundly, their professional beliefs, practices, identities and self-efficacy. As many systems are preparing themselves for the phased reopening of schools, these challenges, then, invite us to rethink existing notions of professionalism, and professional practices, in a ‘new’ normality of education.

The Editorial Team of Teachers and Teaching: Theory and Practice is planning a Special Issue devoted to exploring the implications of the Covid-19 pandemic for the work and lives teachers and the practice of teaching and learning in the immediate and longer terms. We welcome submissions of papers that are grounded in original empirical investigations. They may represent a variety of theoretical and methodological perspectives and approaches and explore any issues and topics that are relevant to the drive for equity and quality in schools in the time of Covid-19.


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Submission Instructions

How to contribute?

If you are interested in contributing a paper to this special issue, please submit a 500-word abstract to [email protected] by 30th June 2020.

Authors of selected abstracts will be asked to submit their full papers for peer review via the Journal’s online platform by 4th January 2021. Please note that being invited to submit a full paper does not guarantee its publication, and that all papers will have to adhere to the Journal’s space and style requirements.

Please feel free to contact Professor Qing Gu ([email protected]), Professor Martin Mills ([email protected]) or Professor Christopher Day ([email protected]) should you have any queries about contributing to this Special Issue.

Instructions for AuthorsSubmit an Article