Collaborative conversations with teachers about hope: during and after COVID-19
The concept of hope, from both a secular and Christian perspective, has been debated in many disciplines for centuries. Ideas around the phenomenon of hope have recently expanded in the field of education, owing to the major changes and challenges teachers had to face during the COVID-19 pandemic. C...
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| Published in: | Koers (Potchefstroom, South Africa) Vol. 89; no. 1; pp. 1 - 17 |
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| Abstract | The concept of hope, from both a secular and Christian perspective, has been debated in many disciplines for centuries. Ideas around the phenomenon of hope have recently expanded in the field of education, owing to the major changes and challenges teachers had to face during the COVID-19 pandemic. Contemplating the concept of the source or existence of hope, especially during challenging times, requires careful investigation into how people interpret and experience hope. Therefore, this qualitative study focuses on teachers' interpretations and experiences of hope during and after the COVID-19 pandemic. This study was conducted through two collaborative conversations held with teachers as part of a community engagement project stretching across the duration of the COVID-19 pandemic. Deductive data analysis was done through ATLAS.ti. The findings revealed that the teachers had a similar understanding of hope. Furthermore, it was also found that hope cannot be described solely from a secular or Christian perspective. However, the participants' beliefs regarding the source of hope differed. These beliefs provided insight into whether participants’ understanding of hope was based on a secular or Christian perspective. From a secular perspective, hope was understood from the hope theory of Snyder et al. (1991). According to this theory, hope results from pathways thinking (planning various routes to a given goal), agency to reach a goal, and goal setting. In contrast, from a Christian perspective, hope views God as the source of hope owing to his promises. The invisible force of hope, whether agency-based or faith-based, was found to be central to teacher agency; therefore, the term "faith-based, purpose-driven hope" emerged from the data. Recommendations are made regarding the importance of nurturing teachers' hope to improve educational outcomes. |
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| AbstractList | The concept of hope, from both a secular and Christian perspective, has been debated in many disciplines for centuries. Ideas around the phenomenon of hope have recently expanded in the field of education, owing to the major changes and challenges teachers had to face during the COVID-19 pandemic. Contemplating the concept of the source or existence of hope, especially during challenging times, requires careful investigation into how people interpret and experience hope. Therefore, this qualitative study focuses on teachers' interpretations and experiences of hope during and after the COVID-19 pandemic. This study was conducted through two collaborative conversations held with teachers as part of a community engagement project stretching across the duration of the COVID-19 pandemic. Deductive data analysis was done through ATLAS.ti. The findings revealed that the teachers had a similar understanding of hope. Furthermore, it was also found that hope cannot be described solely from a secular or Christian perspective. However, the participants' beliefs regarding the source of hope differed. These beliefs provided insight into whether participants’ understanding of hope was based on a secular or Christian perspective. From a secular perspective, hope was understood from the hope theory of Snyder et al. (1991). According to this theory, hope results from pathways thinking (planning various routes to a given goal), agency to reach a goal, and goal setting. In contrast, from a Christian perspective, hope views God as the source of hope owing to his promises. The invisible force of hope, whether agency-based or faith-based, was found to be central to teacher agency; therefore, the term "faith-based, purpose-driven hope" emerged from the data. Recommendations are made regarding the importance of nurturing teachers' hope to improve educational outcomes. |
| Author | Swanepoel, Nadia West, Joyce |
| AuthorAffiliation | University of Pretoria |
| AuthorAffiliation_xml | – name: University of Pretoria |
| Author_xml | – sequence: 1 givenname: Nadia orcidid: 0000-0003-4142-7409 surname: Swanepoel fullname: Swanepoel, Nadia organization: University of Pretoria – sequence: 2 givenname: Joyce orcidid: 0000-0003-3916-9754 surname: West fullname: West, Joyce organization: University of Pretoria |
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| Cites_doi | 10.1080/09650799900200076 10.1111/spc3.12512 10.3389/fpsyg.2022.809053 10.1177/2347631120983481 10.1177/1477971420947738 10.1080/0305764x.2010.526591 10.1016/j.chb.2021.106793 10.18546/IJDEGL.07.3.05 10.1177/0011000017693398 10.1037/0022-3514.60.4.570 10.1080/13540602.2015.1044328 10.1016/s0029-6465(22)00328-0 10.1521/jscp.24.1.72.59169 10.1080/13869795.2017.1287298 10.1521/jscp.2009.28.4.479 10.1177/003172171009200210 10.1207/s15327965pli1304_01 10.1016/b978-012654050-5/50006-3 10.20944/preprints202006.0013.v1 10.1080/00220272.2019.1604809 10.1007/s10902-011-9292-4 10.1097/01.nme.0000824580.80011.99 10.26803/ijlter.19.6.8 10.3389/fpsyg.2020.01023 10.1177/2374289521994240 10.1007/s11125-020-09464-3 10.1521/scpq.18.2.122.21854 10.1353/hph.2005.0029 10.1080/17439760.2018.1545042 10.17159/2520-9868/i82a09 10.30935/ejimed/11436 10.5325/bullbiblrese.2.1.0105 10.1093/oxfordhb/9780195187243.013.0030 10.1037/a0020903 |
| ContentType | Journal Article |
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| Keywords | onderwyserswerksaamheid/-agentskap hope theory sekulêre hoop onderwysers hoopteorie Covid-19-pandemie secular hope COVID-19 pandemic pathways thinking Christelike hoop Christian hope goal-orientated teachers teacher agency doelgerig roetedenke |
| Language | English Portuguese |
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MARONGWE, N. – volume: 3 start-page: 78 issue: 2 year: 2011 end-page: 97 article-title: Hope: Its nature and measurement publication-title: Psychology of religion and spirituality contributor: fullname: SCIOLI, A.; RICCI, M.; NYUGEN, T.; SCIOLI, E.R. |
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| Title | Collaborative conversations with teachers about hope: during and after COVID-19 |
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