Journal article
How teachers develop dynamic capabilities during crises
Teachers and teaching, theory and practice, Vol.First online, pp.1-20
15/07/2026
Appears in Recent Faculty of Education Publications
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Abstract
During the COVID-19 pandemic, Melbourne, Australia's second largest city, experienced 262 days of lockdowns, school closures and compulsory remote teaching. This study examines the first 154 days of school closures, and the capabilities teachers developed in response to these unprecedented challenges. Three rounds of interviews were conducted with the same ten teachers during school terms two, three and four. Specifically, immediately after the first (43-day) lockdown, early into the second (111-day) lockdown, and after the second lockdown. The data were analysed thematically, following a reflexive process involving multiple levels of analysis. During the first lockdown, teachers responded with immediate agility, reconfiguring delivery, curriculum sequence and assessment. Between lockdowns, reflection enabled them to learn from these initial changes, refine practice, and develop more deliberate capabilities for sensing, shaping and seizing emerging challenges and opportunities. By the second lockdown, these capabilities evidenced in more formalised and differentiated approaches to online teaching, indicating that teacher dynamic capabilities developed both during and between lockdowns in response to a highly fluid crisis.
Details
- Title
- How teachers develop dynamic capabilities during crises
- Creators
- Lee-Ann Ewing - Southern Cross UniversityHolly B. Cooper - Southern Cross University
- Publication Details
- Teachers and teaching, theory and practice, Vol.First online, pp.1-20
- Publisher
- Taylor & Francis
- Number of pages
- 20
- Identifiers
- 991013389890602368
- Copyright
- © 2026 The Author(s).
- Academic Unit
- Faculty of Education; Faculty of Business, Law and Arts
- Language
- English
- Resource Type
- Journal article