Katy Marsh-Davies is Senior Lecturer of Human Resource Management & Organisational Behaviour at Sheffield Hallam University, UK.Cathy Burnett is Professor of Literacy and Education at the Sheffield Institute of Education, Sheffield Hallam University, UK.

"This truly is a book of our time, which I believe every educationalist should read. This book gives voice to worldwide perspectives on education post-COVID from Early Years teachers in the Caribbean to menopausal women in the UK. It gives a fascinating perspective on both the challenges and positive impacts of COVID-19. The ‘call for action’ is a passionate challenge to re-think what it is to be a teacher, to nurture the autonomy of teachers and work together to support and care for each other. It has to be one of the most powerful books I have read in a long while and is likely to remain next to my desk to share and revisit repeatedly."Jo Tregenza, Reader in Education at University of Sussex and Vice President of the United Kingdom Literacy Association"This is an important book. It explores the intersection between the professional and personal lives of teachers and academics and the focus on teachers' family life opens up big questions about the future of education globally, especially for the majority of the workforce who are women. Women educators and leaders work in an inequitable and inflexible system. Their voices are clearly expressed throughout the chapters and we need to hear them as it is clear the status quo is no longer adequate for women. This book will help to recalibrate the future of educational practice and it can't come soon enough for most of the education workforce."Vivienne Porritt OBE, co-founder and Strategic Leader of #WomenEd, author, and Vice President of the Chartered College of Teaching

• Introduction 1. Teachers and Teaching Post-COVID Priorities: Reassessing Roles and Responsibilities 2. Part-time women teachers- having it all? 3. Experiences of student teacher mothers before and during COVID-19: lessons in flexibility 4. Teaching through the menopause: A flexible work paradox 5. Teacher well-being in times of COVID 6. Stories found within higher education: shifting professional identities of academics 7. Claiming professionalisation: Supporting Caribbean early childhood teachers’ professional identities post-COVID-19 Alliances: Relationships, Connections and Community 8. “We're Still Trying To Figure Out Every Single Day”: Teaching Since COVID-19 9. New ways of working and new opportunities: Early childhood leaders’ professional practice post-COVID 10. Pandemic Parenting – Balancing Change, Capabilities, and Culture 11. Stacking Stories as Inquiry into Practice: Co-Teaching an Online Literacy Club for Youth Re-imaginings: New Ways of Teaching and Being a Teacher 12. What the COVID-19 Pandemic has taught us about becoming a teacher: Lessons for Post-pandemic realities 13. Opportunities for Modernising and Revolutionising Education Systems Post-COVID: Drawing on an international survey of teachers’ experiences during the COVID-19 pandemic 14. Sociomaterial perspectives on hybrid learning in primary classrooms during the COVID-19 pandemic 15. Learning to Read the (Digital) Room During the COVID-19 Pandemic: Teacher Perspectives 16. Post-COVID Pedagogy: Intersectional Identities and Technological Spaces Conclusion 17. COVID-19: A Catalyst for Change

Katy Marsh-Davies is Senior Lecturer of Human Resource Management & Organisational Behaviour at Sheffield Hallam University, UK.Cathy Burnett is Professor of Literacy and Education at the Sheffield Institute of Education, Sheffield Hallam University, UK.

"This truly is a book of our time, which I believe every educationalist should read. This book gives voice to worldwide perspectives on education post-COVID from Early Years teachers in the Caribbean to menopausal women in the UK. It gives a fascinating perspective on both the challenges and positive impacts of COVID-19. The ‘call for action’ is a passionate challenge to re-think what it is to be a teacher, to nurture the autonomy of teachers and work together to support and care for each other. It has to be one of the most powerful books I have read in a long while and is likely to remain next to my desk to share and revisit repeatedly."Jo Tregenza, Reader in Education at University of Sussex and Vice President of the United Kingdom Literacy Association"This is an important book. It explores the intersection between the professional and personal lives of teachers and academics and the focus on teachers' family life opens up big questions about the future of education globally, especially for the majority of the workforce who are women. Women educators and leaders work in an inequitable and inflexible system. Their voices are clearly expressed throughout the chapters and we need to hear them as it is clear the status quo is no longer adequate for women. This book will help to recalibrate the future of educational practice and it can't come soon enough for most of the education workforce."Vivienne Porritt OBE, co-founder and Strategic Leader of #WomenEd, author, and Vice President of the Chartered College of Teaching

• Introduction 1. Teachers and Teaching Post-COVID Priorities: Reassessing Roles and Responsibilities 2. Part-time women teachers- having it all? 3. Experiences of student teacher mothers before and during COVID-19: lessons in flexibility 4. Teaching through the menopause: A flexible work paradox 5. Teacher well-being in times of COVID 6. Stories found within higher education: shifting professional identities of academics 7. Claiming professionalisation: Supporting Caribbean early childhood teachers’ professional identities post-COVID-19 Alliances: Relationships, Connections and Community 8. “We're Still Trying To Figure Out Every Single Day”: Teaching Since COVID-19 9. New ways of working and new opportunities: Early childhood leaders’ professional practice post-COVID 10. Pandemic Parenting – Balancing Change, Capabilities, and Culture 11. Stacking Stories as Inquiry into Practice: Co-Teaching an Online Literacy Club for Youth Re-imaginings: New Ways of Teaching and Being a Teacher 12. What the COVID-19 Pandemic has taught us about becoming a teacher: Lessons for Post-pandemic realities 13. Opportunities for Modernising and Revolutionising Education Systems Post-COVID: Drawing on an international survey of teachers’ experiences during the COVID-19 pandemic 14. Sociomaterial perspectives on hybrid learning in primary classrooms during the COVID-19 pandemic 15. Learning to Read the (Digital) Room During the COVID-19 Pandemic: Teacher Perspectives 16. Post-COVID Pedagogy: Intersectional Identities and Technological Spaces Conclusion 17. COVID-19: A Catalyst for Change

Katy Marsh-Davies is Senior Lecturer of Human Resource Management & Organisational Behaviour at Sheffield Hallam University, UK.Cathy Burnett is Professor of Literacy and Education at the Sheffield Institute of Education, Sheffield Hallam University, UK.

"This truly is a book of our time, which I believe every educationalist should read. This book gives voice to worldwide perspectives on education post-COVID from Early Years teachers in the Caribbean to menopausal women in the UK. It gives a fascinating perspective on both the challenges and positive impacts of COVID-19. The ‘call for action’ is a passionate challenge to re-think what it is to be a teacher, to nurture the autonomy of teachers and work together to support and care for each other. It has to be one of the most powerful books I have read in a long while and is likely to remain next to my desk to share and revisit repeatedly."Jo Tregenza, Reader in Education at University of Sussex and Vice President of the United Kingdom Literacy Association"This is an important book. It explores the intersection between the professional and personal lives of teachers and academics and the focus on teachers' family life opens up big questions about the future of education globally, especially for the majority of the workforce who are women. Women educators and leaders work in an inequitable and inflexible system. Their voices are clearly expressed throughout the chapters and we need to hear them as it is clear the status quo is no longer adequate for women. This book will help to recalibrate the future of educational practice and it can't come soon enough for most of the education workforce."Vivienne Porritt OBE, co-founder and Strategic Leader of #WomenEd, author, and Vice President of the Chartered College of Teaching

• Introduction 1. Teachers and Teaching Post-COVID Priorities: Reassessing Roles and Responsibilities 2. Part-time women teachers- having it all? 3. Experiences of student teacher mothers before and during COVID-19: lessons in flexibility 4. Teaching through the menopause: A flexible work paradox 5. Teacher well-being in times of COVID 6. Stories found within higher education: shifting professional identities of academics 7. Claiming professionalisation: Supporting Caribbean early childhood teachers’ professional identities post-COVID-19 Alliances: Relationships, Connections and Community 8. “We're Still Trying To Figure Out Every Single Day”: Teaching Since COVID-19 9. New ways of working and new opportunities: Early childhood leaders’ professional practice post-COVID 10. Pandemic Parenting – Balancing Change, Capabilities, and Culture 11. Stacking Stories as Inquiry into Practice: Co-Teaching an Online Literacy Club for Youth Re-imaginings: New Ways of Teaching and Being a Teacher 12. What the COVID-19 Pandemic has taught us about becoming a teacher: Lessons for Post-pandemic realities 13. Opportunities for Modernising and Revolutionising Education Systems Post-COVID: Drawing on an international survey of teachers’ experiences during the COVID-19 pandemic 14. Sociomaterial perspectives on hybrid learning in primary classrooms during the COVID-19 pandemic 15. Learning to Read the (Digital) Room During the COVID-19 Pandemic: Teacher Perspectives 16. Post-COVID Pedagogy: Intersectional Identities and Technological Spaces Conclusion 17. COVID-19: A Catalyst for Change