Abstract

 
 
 
 This article argues that what is most at risk in schooling during a global pandemic, or other similar broad challenges to normal functioning, are those elements that might be considered the less traditional and so the most progressive. After setting out some general background common to the challenge faced by schools and school teachers, this argument is exemplified through the case of school science education. Two particular aspects are considered: one related to pedagogy (responding to learners’ alternative conceptions or ‘misconceptions’) and one related to curriculum (teaching about the nature of science). These are considered ‘progressive’ features in the sense that they have widely been championed as ways of improving and reforming science education across a wide range of national contexts but can be understood to have faced resistance both in the sense of being opposed by ‘reactionary’ stakeholders and in terms of the level of support for teacher adoption. It is argued that at a time when the education system is placed under extreme stress, such progressive elements are at particular risk as teachers and administrators may view them as ‘extras’ rather than ‘core’ features of practice and/or as reflecting more ‘difficult’ educational objectives that may need to be de-prioritised (and so neglected) for the time being. In that sense, they are fragile aspects of practice that lack the resilience of more established, and thus robust, features. It is concluded that where progressive elements are especially valued, they need to become sufficiently embedded in custom and practice to no longer be viewed as luxuries but rather to be recognised as core elements of good teaching to be protected and maintained during a period of emergency.
 
 
 
Highlights
The Covid-19 context The year 2020 was ‘out of the ordinary’
The global pandemic of 2020-21, meant that teachers shared in the common complications of the pandemic and faced specific additional challenges in their professional work: including sudden shifts to less familiar modes of working, and the need to reorganise their lessons and courses without the time for advanced planning that is normally expected when 74 the challenge to educational reforms during a global emergency making any substantive change to professional practice
In terms of educational reform, it is likely that there is a common pattern of a proposal being initially seen as radical before it is later adopted as a reform and considered progressive, and later still becomes custom and practice
Summary
The Covid-19 context The year 2020 was ‘out of the ordinary’. The new coronavirus identified in China in 2019, Covid-19, quickly became a global issue early in 2020: a global pandemic. The global pandemic of 2020-21, meant that teachers shared in the common complications of the pandemic (risks to health, restrictions on travel and socialising, worries about at-risk relatives and friends) and faced specific additional challenges in their professional work: including sudden shifts to less familiar modes of working, and the need to reorganise their lessons and courses without the time for advanced planning that is normally expected when 74 the challenge to educational reforms during a global emergency making any substantive change to professional practice. The scenario offered in this essay may be considered to present hypotheses that can subsequently be tested in research on the impact of the pandemic on education in various contexts
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