English teacher education in the time of COVID: Australian teacher educators share their experiences

Graham Parr, Alex Bacalja, Fleur Diamond, Janet Dutton, Kelli McGraw

Research output: Contribution to journalArticleResearchpeer-review


Many studies have repor ted the disruption and anxiety associated with initial teacher education programs across the world lurching in and out of online and remote teaching because of COVID-19 related lockdowns. Few studies, however, have homed in on the day-to-day experiences of teacher educators in par ticular disciplinary specialisms or ‘methods’, or explored how these disciplinary contexts shaped the experience of teaching in the time of COVID-19. This essay presents extended autobiographical accounts of four English teacher educators from different universities on the east coast of Australia, who taught English methods during lockdowns in 2020 and 2021. The study affirms the uniqueness of their experiences, but also recognises four key dimensions of the English teacher educators’ work: relational work; curriculum and pedagogical work; identity work; and professional learning. The study has implications for how English teacher education responds to the challenges of teaching during and beyond the pandemic.

Original languageEnglish
Pages (from-to)21-31
Number of pages11
JournalEnglish in Australia
Issue number2
Publication statusPublished - 2021


  • English teacher education
  • COVID 19
  • autobiographical
  • relational work
  • teacher educators
  • English methods

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