Abstract

Working in the field of international education gives a different perspective to the needs of teachers. While many parts of the world are already back teaching face-to-face, some areas are only just now making that transition either partly or fully, continuing to protect children and school staff in the wake of Covid-19. In the UK we have moved to a situation where, despite some being keen to move on from pandemic pedagogies, there is a need for educators to remain skilled and knowledgeable as part of contingency planning as well as for professional digital competence (Redecker, 2017). There is also now the idea of the ‘Covid keeper’ (O’Connell, 2021) – something that worked well out of necessity during the pandemic that is good to retain even now. Online parents’ evenings, blended learning for strike days and snow days – all of these require schools to review their working practices and adapt accordingly.