| Title: |
Transitioning from Professional Practice to Teaching during COVID-19: A Participatory Research Study |
| Language: |
English |
| Authors: |
Yvonne Thomas; Ciara Hensey; Claire Squires; Anna Collier; Heidi Cathcart; Lindsey Coup |
| Source: |
Journal of Occupational Therapy Education. 2024 8(2). |
| Availability: |
Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/ |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Occupational Therapy; Allied Health Personnel; COVID-19; Pandemics; Career Change; College Faculty; Teaching (Occupation); Online Courses; Foreign Countries |
| Geographic Terms: |
New Zealand |
| ISSN: |
2573-1378 |
| Abstract: |
The transition from expert occupational therapy practice to academic educator is stressful and complex, involving the development of a new professional identity. In 2020-21 COVID-19 created a new challenge for recently employed academics, who were in this transition process. This study utilized participatory research to explore the impact of COVID-19 on six new occupational therapy lecturers who were employed immediately before and during the pandemic. The participatory research approach simultaneously engaged participants in research processes and aimed to promote researcher development. Three focus groups were conducted to explore participants experiences before, during and after COVID-19 restrictions. Focus groups transcripts were coded and analyzed thematically. Four themes were identified: 1) Discovery 2) Turbulence 3) Survival and 4) Reflections were linked to an overarching analogy. Covid19 accelerated the transition to teaching as participants discovered effective strategies for teaching online through trial and error, with little available support. The easing of restrictions brought new challenges and anxieties for participants unfamiliar with classroom teaching. The study highlights the complexity of transitioning to academia, and the importance of peer and team support during the first two years. The participatory research process utilized in this study provided an opportunity to reflect back on the transition process while developing researcher skills and experience. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1437947 |
| Database: |
ERIC |