Experiences of teachers in U.S. Catholic schools during the COVID-19 pandemic era
This article discusses how both Catholic schools and the teachers within them illustrated a commitment to living out tenets of the common good as a result of Catholic schools’ choices during the COVID-19 pandemic era. Teachers in Catholic schools became adaptive leaders as a result of Catholic schoo...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[publisher not identified]
2024
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| In: |
British Journal of religious education
Year: 2024, Volume: 46, Issue: 3, Pages: 323–336 |
| Further subjects: | B
teaching during the COVID-19 pandemic
B adaptive leaders B teachers in catholic schools B Catholic Schools |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | This article discusses how both Catholic schools and the teachers within them illustrated a commitment to living out tenets of the common good as a result of Catholic schools’ choices during the COVID-19 pandemic era. Teachers in Catholic schools became adaptive leaders as a result of Catholic schools’ choice to provide consistent in-person instruction throughout the COVID-19 pandemic era. Findings underscore the Catholic position that education must not be sold in the marketplace or viewed as a commodity. Exploring the experiences of teachers in Catholic schools illustrates how Catholic schools’ success during the COVID-19 pandemic era was supported by both faith and action. Catholic schools must learn from this era of unprecedented success, success that has spurred an increase in enrolment throughout Catholic schools in the U.S. This success can propel a future for Catholic schools, one in which highlights their commitment to community and to the holistic development of students. |
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| ISSN: | 1740-7931 |
| Contains: | Enthalten in: British Journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2023.2265580 |