logo logo International Journal of Educational Methodology

IJEM is a leading, peer-reviewed, open access, research journal that provides an online forum for studies in education, by and for scholars and practitioners, worldwide.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.


Publisher (HQ)

Eurasian Society of Educational Research
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
transformation practice identity covid 19 global educators narrative

COVID-19 as a Crucible: The Transformation of Global Educators

Jean Kirshner

This article examines how the crisis of Coronavirus disease (COVID-19) became a crucible, or a means of transformation, for global educators. How teac.


This article examines how the crisis of Coronavirus disease (COVID-19) became a crucible, or a means of transformation, for global educators. How teachers leverage their lived experience of teaching through the implications of COVID-19 to transform identity and practice is a new phenomenon and merits examination. Through a collection of interviews, the ways in which the life experiences of teaching through COVID-19 worked to create new identities in teachers and new practices within the classroom is examined. Data was gathered through informal interviews from eleven educators teaching through the crisis of COVID-19 across the world, including four continents and six countries. Drawing on simple thematic analysis, a narrative approach was utilized to examine the process of transformation in teachers across the globe. The findings and analysis of this research will help those working with teachers better understand how teachers leverage a crisis be it COVID-19, or another disruptive force, as a crucible for transformation.

Keywords: Transformation, practice, identity, COVID-19, global educators, narrative.

cloud_download PDF
Article Metrics



Bazeley, P. (2013). Qualitative data analysis: Practical strategies. Sage.

Behar, R. (Ed.). (1996). The vulnerable observer. Beacon Press.

Belize Education Project. (2021, August 27).  Lifting lives through literacy. https://www.belizeeducationproject.org/

Britzman, D. (2009). The very thought of education. State University of New York Press.

Bruner, J. (1993). Acts of meaning. Harvard University Press.

Campbell, J. (1949). The hero with a thousand faces. New World Library.

Corbin, J., & Strauss, A. (2015). Basics of qualitative research. Sage.

Day, C. (2018). Professional identity matters: Agency, emotions, and resilience. In P. A. Schulz, J. Hong & D. C. Francis (Eds.), Research on teacher identity: Mapping challenges and innovation (pp. 61-70). Springer.

Ely, M., Anzul, M., Friedman, T., Garner, D., & Steinmetz, A. M. (1991). Doing qualitative research: Circles within circles. The Falmer Press.

Freire, P. (2005).  Teachers as cultural workers: Letters to those who dare to teach. Westview Press.

Goodson, I. (1992). Studying teachers’ lives. Routledge.

Hagan, R., & Shuaih, H. (2012). Pakistan reconstructed.  Frontlines: United States Agency for International Development. https://usaid.gov/news-information/frontlines/energy-infrastructure/pakistan-reconstructed  

Heath, S. B. (1983). Ways with words. Cambridge University Press.

Henry, A. (2019). A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives. Studies in Second Language Learning and Teaching9(2), 263-285.

Hillis, V. (Ed.). (1999). The lure of the transcendent: Collected Essays by Dwayne E. Huebner. Lawrence Erlbaum Associates.

Kirshner, J. (2020). School radio: Finding innovation in reaching remote learners in Belize. International Journal of Education & Literacy Studies, 8(3), 90-97.

Loh, J. (2013). Inquiry into issues of trustworthiness and quality in narrative studies: A perspective. The Qualitative Report18(33), 1-15. https://doi.org/10.46743/2160-3715/2013.1477

Michalec, P. (2020, December 28). IN:SIGHT Mystery in teaching. University of Denver Morgridge College of Education. https://morgridge.du.edu/insight-mystery-in-teaching/

Mishler, E. (1986). Research interviewing context and narrative. Harvard University Press.

Moss, G. (2004). Provisions of trustworthiness in critical narrative research: Bridging intersubjectivity and fidelity. The Qualitative Report, 9(2), 359-374.

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet trustworthiness criteria, International Journal of Qualitative Methods, 16, 1-16. https://doi.org/10.1177/1609406917733847

Palmer, P. J. (2007). The courage to teach. Jossey-Bass.

Patton, L. D. (2008). Learning through crisis: The educator’s role. About Campus, 12(6), 10-16.

Reissman, C. K. (2007). Narrative methods for the human sciences. Sage Publications.

Rendon, L. (2009).  Entipensante (sensing/thinking) pedagogy: Educating for wholeness, social justice and liberation. Stylus.

Schwandt, T. A. (2015). The sage dictionary of qualitative inquiry (4th ed.) Sage Publications. 

Tisdell, E. (2003). Exploring spirituality and culture in adult and higher education. Jossey-Bass.

Tolliver, D. E., & Tisdell, E. J. (2006). Engaging spirituality in the transformative higher education classroom. New Directions for Adult and Continuing Education, 2006 (109), 37-47.

Tuhiwai-Smith, L. (2012). Decolonizing methodologies: Research and indigenous peoples. Zed Books.

United Nations Educational, Scientific, and Cultural Organization. (2020). COVID-19 12 education response. https://en.unesco.org/covid19/educationresponse

Wenger, E. (2002). Communities of practice learning meaning and identity. Cambridge University Press.  

Whitman, W. (2010). Song of myself. American Renaissance Books. (Original work published 1892)

Winthrop, R. (2020). COVID-19 and school closures: What can countries learn from past closures? Brookings. https://rb.gy/ctwu4n

Wolf, M. (2007). Proust and the squid. Harper Collins.