Throughout my experiences as teachers’ educator, I have often encountered groups of teachers who passionately deal with their profession. However, in order to expose and justify my approach, a brief clarification about the way I conducted the research, and its background is needed. Methodologically, my attempt is located in an emerging research horizon combining educational philosophy with empirical research (Feinberg, 2006 Mejia, 2008 Santoro, 2015 Shuffelton, 2015 d’Agnese, 2016 Hansen, 2017). The study is based on a combination of in-depth interviews, dialogues and email conversations. The research group, stemming from an in-service teachers’ educational course I conducted, was selected based on teachers’ interest and willingness to share and discuss their feelings and emotions. The study involved 13 teachers from different disciplines in secondary school (with students aged from 13 to 18). I develop my argument by analysing teachers’ everyday work, using a qualitative approach, and constructing a small-scale empirical study. Specifically, the study I am presenting explores the emotional impact the abrupt shift to online teaching had on teachers’ work and life throughout the various phases of the lockdown.
In this paper, I focus my attention on teachers’ lived experience in the time of Covid-19. Three figures of teaching in the time of Covid-19 Vasco D’Agnese: Fear, angst, and the ‘startling unexpected’.
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