Lockdown lessons: an international conversation on resilient GI science teaching

J.I. Blanford, Forrest J. Bowlick, A. Gidudu, M. Gould, Amy Griffin, B. Kar, K. Kemp, M. de Róiste, S. deSabatta, D. Sinton, J. Strobl, F. Toppen, D. Unwin*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

9 Citations (Scopus)
74 Downloads (Pure)

Abstract

We report the findings from two global panel “conversations” that, stimulated by the exceptional coronavirus pandemic of 2020/21, explored the concept of resilience in geographic science teaching and learning. Characteristics of resilient teaching, both in general and with reference to GISc, are listed and shown to be essentially what might in the past have been called good teaching. Similarly, barriers to resilient teaching are explored and strategies for overcoming them listed. Perhaps the most important conclusion is a widespread desire not to “bounce back” to pre-COVID ways, but to use the opportunity to “bounce forward” towards better teaching and learning practices.
Original languageEnglish
Pages (from-to)7-19
Number of pages13
JournalJournal of Geography in Higher Education
Volume46
Issue number1
Early online date8 Oct 2021
DOIs
Publication statusPublished - 2 Jan 2022

Keywords

  • covid19
  • education
  • crisis education

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