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An exploratory study of university teachers’ conceptions and articulation of care amidst online teaching

Tang, Anne L.L.; Walker-Gleaves, Caroline; Rattray, Julie

Authors

Anne L.L. Tang

Caroline Walker-Gleaves



Abstract

This exploratory study aimed to examine university teachers’ conceptions and articulation of care amidst online teaching. The pandemic-initiated sudden changes to online platform-based teaching and consequently caused many teachers to critically reflect on those affective and relational behaviors and interactions that are possible during physically-embodied pedagogy, but that are either no longer possible or even undesirable online. This has resulted in a research gap that we feel this study addresses, by drawing on the reflections and experiences of nine caring academic and teaching staff in a Hong Kong public university. Thematic analysis of these reflections relating to the practice of, and barriers to, care emphasised the overarching theme of the centrality of presence about, and for, students. This overarching theme was complemented by two sub-themes relating to ‘lacking physical presence as a barrier to care’ and ‘building an online presence for articulation of care’. On the basis of these exploratory findings, we offer preliminary arguments relating to a caring pedagogical approach underpinned by a deepening of presence and learning collaboration. This paper, we argue, adds to the body of knowledge in the under-researched area of teacher care amidst online teaching, and suggests a future theorisation of online care within higher education pedagogy.

Citation

Tang, A. L., Walker-Gleaves, C., & Rattray, J. (2023). An exploratory study of university teachers’ conceptions and articulation of care amidst online teaching. Pastoral Care in Education, 41(4), 388-408. https://doi.org/10.1080/02643944.2022.2109192

Journal Article Type Article
Acceptance Date Jul 22, 2022
Online Publication Date Aug 3, 2022
Publication Date 2023-11
Deposit Date Aug 26, 2022
Publicly Available Date Mar 29, 2024
Journal Pastoral Care in Education
Print ISSN 0264-3944
Electronic ISSN 1468-0122
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 41
Issue 4
Pages 388-408
DOI https://doi.org/10.1080/02643944.2022.2109192
Public URL https://durham-repository.worktribe.com/output/1193639

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