My teacher identities and emotions: A self-reflexive account of the COVID-19 pandemic

Abstract

This study investigates the identities, identity work and emotions of an international accounting teacher working in the UK. An autoethnographic method is adopted to explore the self-reflexive account of the accounting teacher in a UK university during the COVID-19 pandemic from 2020 to 2022. Personal narratives are analysed in combination with emails, notes and the relevant literature, drawing insights from theoretical concepts of identity, identity work, and emotions. The findings indicate that the teacher experienced multiple identities and emotions through interactions with students and colleagues while teaching during the pandemic. This study captures and represents the teacher identity as a dynamic process with emotions as key elements in the process. The self-account illustrates a reflexive process through which a more enabling way of engaging with students can be developed.

Rights

This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.

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Identifiers

DOI

https://doi.org/10.1080/09639284.2023.2300009

Repository URI

https://eprints.gla.ac.uk/315780/