Ruth G. Kane, PhD, is a full professor at the University of Ottawa, Canada. She uses research to support Inuit-driven goals for culturally centered and determined teacher education. She is also investigating the efficacy and sustainability of learning and transformation through closed social media communities.Cheryl J. Craig, PhD, is a full professor and endowed chair at Texas A&M University. She is the Chair of Teaching and Teacher Education and the Director of the Collaborative for Innovation in Teacher Education. She serves as the Chair of the International Study Association on Teachers and Teaching (ISATT).Juanjo Mena, PhD, is an associate professor in the Department of Education at the University of Salamanca, Spain. He is the Treasurer of ISATT. His research focuses on teaching practice, teacher education, mentoring, teacher development and ICT.

• PrefaceNotes on ContributorsList of Illustrations1 The Pursuit of Balance and Resilience during COVID-19: Voices of Teachers in Switzerland and TurkeyPaul Magnuson and Özge Hacifazlioglu2 Taking Parents’ Perspective: Greek Parents’ Views about Online Teaching and Learning during the COVID-19 PandemicAikaterini Vassiou, Efstathios Xafakos, Vasileios Stavropoulos, Maria Chatzi, Christos Govaris, Angeliki Lazaridou, Vassiliki Tzika, Alexandra Stavrianoudaki, Athanasios Tasios, George Tekos and Stavroula Kaldi 3 Evaluation of the Impact of the 2020 COVID-19: Lockdown Period on Teachers’ PracticesPatsy Norton4 Technologies for Coronateaching: Teachers’ New Relationships with Students and Knowledge Amid the COVID-19 PandemicLoredana Perla, Laura Sara Agrati, Svetlana Karkina, Balwant Singh, Manpreet Kaur and Viviana Vinci5 During COVID-19 Pandemic All Classroom Talk Became by the Teacher: Messages from How Science Teachers Talked and Used Language during Science Teaching in KenyaMaureen Atieno Olel and Samuel Ouma Oyoo6 The Disappearing Schoolhouse: Challenging Discourses of Resilience and Accountability in Canadian Pandemic TeachingCatherine James and Tasha Ausman7 Initial Teacher Education in England during the COVID-19 Pandemic: One University’s Experience – From Challenge to the New NormalMarc Turu and Steve Burton8 Home-Studying: Greek Students-Teachers’ Views about Remote Online Teaching and Learning in Higher Education during the COVID-19 PandemicStavroula Kaldi, Efstathios Xafakos, Angeliki Lazaridou, Vasileios Stavropoulos, Maria Chatzi, Vassiliki Tzika, Alexandra Stavrianoudaki, Aikaterini Vassiou, Christos Govaris, Athanasios Tasios, George Tekos and Nikolaos Chaniotakis9 Vocational Teacher Education in a “COVID-19 Semester”Gabriela Jonas-Ahrend10 Romanian Lockdown: Teaching Practice during Online SchoolDaniela Roxana Andron and Stefania Kifor11 Teacher Education Programs and the Practicum in the New COVID-19 Scenarios: Challenges and Possibilities in the Brazilian ContextMaria Ines Marcondes and Silvana Mesquita12 The COVID-19 Pandemic and the Place of Whiteness in Brazilian Lives: Narratives of Four School Physical Education Teachers-Researchers on their Teaching and Teacher EducationWillian Lazaretti da Conceição, Luciano Nascimento Corsino, Luciana Venâncio and Luiz Sanches Neto13 Muting Microaggressions: How Online Learning during the Pandemic Created Safer Spaces for Racialized Students and EducatorsSaba Alvi14 Teacher Education Tuition Modalities under COVID-19 Lockdown: Experiences of One University in ZimbabweMillion Chauraya15 Fighting against COVID-19: China’s Pandemic ExperienceYuhua Bu, Rui Zheng and Longping Ye16 Pandemic Pedagogies: Relational Teaching & Learning in Times of CrisisLinda Radford, Trista Hollweck and Hembadoon Iyortyer Oguanobi

Ruth G. Kane, PhD, is a full professor at the University of Ottawa, Canada. She uses research to support Inuit-driven goals for culturally centered and determined teacher education. She is also investigating the efficacy and sustainability of learning and transformation through closed social media communities.Cheryl J. Craig, PhD, is a full professor and endowed chair at Texas A&M University. She is the Chair of Teaching and Teacher Education and the Director of the Collaborative for Innovation in Teacher Education. She serves as the Chair of the International Study Association on Teachers and Teaching (ISATT).Juanjo Mena, PhD, is an associate professor in the Department of Education at the University of Salamanca, Spain. He is the Treasurer of ISATT. His research focuses on teaching practice, teacher education, mentoring, teacher development and ICT.

• PrefaceNotes on ContributorsList of Illustrations1 The Pursuit of Balance and Resilience during COVID-19: Voices of Teachers in Switzerland and TurkeyPaul Magnuson and Özge Hacifazlioglu2 Taking Parents’ Perspective: Greek Parents’ Views about Online Teaching and Learning during the COVID-19 PandemicAikaterini Vassiou, Efstathios Xafakos, Vasileios Stavropoulos, Maria Chatzi, Christos Govaris, Angeliki Lazaridou, Vassiliki Tzika, Alexandra Stavrianoudaki, Athanasios Tasios, George Tekos and Stavroula Kaldi 3 Evaluation of the Impact of the 2020 COVID-19: Lockdown Period on Teachers’ PracticesPatsy Norton4 Technologies for Coronateaching: Teachers’ New Relationships with Students and Knowledge Amid the COVID-19 PandemicLoredana Perla, Laura Sara Agrati, Svetlana Karkina, Balwant Singh, Manpreet Kaur and Viviana Vinci5 During COVID-19 Pandemic All Classroom Talk Became by the Teacher: Messages from How Science Teachers Talked and Used Language during Science Teaching in KenyaMaureen Atieno Olel and Samuel Ouma Oyoo6 The Disappearing Schoolhouse: Challenging Discourses of Resilience and Accountability in Canadian Pandemic TeachingCatherine James and Tasha Ausman7 Initial Teacher Education in England during the COVID-19 Pandemic: One University’s Experience – From Challenge to the New NormalMarc Turu and Steve Burton8 Home-Studying: Greek Students-Teachers’ Views about Remote Online Teaching and Learning in Higher Education during the COVID-19 PandemicStavroula Kaldi, Efstathios Xafakos, Angeliki Lazaridou, Vasileios Stavropoulos, Maria Chatzi, Vassiliki Tzika, Alexandra Stavrianoudaki, Aikaterini Vassiou, Christos Govaris, Athanasios Tasios, George Tekos and Nikolaos Chaniotakis9 Vocational Teacher Education in a “COVID-19 Semester”Gabriela Jonas-Ahrend10 Romanian Lockdown: Teaching Practice during Online SchoolDaniela Roxana Andron and Stefania Kifor11 Teacher Education Programs and the Practicum in the New COVID-19 Scenarios: Challenges and Possibilities in the Brazilian ContextMaria Ines Marcondes and Silvana Mesquita12 The COVID-19 Pandemic and the Place of Whiteness in Brazilian Lives: Narratives of Four School Physical Education Teachers-Researchers on their Teaching and Teacher EducationWillian Lazaretti da Conceição, Luciano Nascimento Corsino, Luciana Venâncio and Luiz Sanches Neto13 Muting Microaggressions: How Online Learning during the Pandemic Created Safer Spaces for Racialized Students and EducatorsSaba Alvi14 Teacher Education Tuition Modalities under COVID-19 Lockdown: Experiences of One University in ZimbabweMillion Chauraya15 Fighting against COVID-19: China’s Pandemic ExperienceYuhua Bu, Rui Zheng and Longping Ye16 Pandemic Pedagogies: Relational Teaching & Learning in Times of CrisisLinda Radford, Trista Hollweck and Hembadoon Iyortyer Oguanobi

Ruth G. Kane, PhD, is a full professor at the University of Ottawa, Canada. She uses research to support Inuit-driven goals for culturally centered and determined teacher education. She is also investigating the efficacy and sustainability of learning and transformation through closed social media communities.Cheryl J. Craig, PhD, is a full professor and endowed chair at Texas A&M University. She is the Chair of Teaching and Teacher Education and the Director of the Collaborative for Innovation in Teacher Education. She serves as the Chair of the International Study Association on Teachers and Teaching (ISATT).Juanjo Mena, PhD, is an associate professor in the Department of Education at the University of Salamanca, Spain. He is the Treasurer of ISATT. His research focuses on teaching practice, teacher education, mentoring, teacher development and ICT.

• PrefaceNotes on ContributorsList of Illustrations1 The Pursuit of Balance and Resilience during COVID-19: Voices of Teachers in Switzerland and TurkeyPaul Magnuson and Özge Hacifazlioglu2 Taking Parents’ Perspective: Greek Parents’ Views about Online Teaching and Learning during the COVID-19 PandemicAikaterini Vassiou, Efstathios Xafakos, Vasileios Stavropoulos, Maria Chatzi, Christos Govaris, Angeliki Lazaridou, Vassiliki Tzika, Alexandra Stavrianoudaki, Athanasios Tasios, George Tekos and Stavroula Kaldi 3 Evaluation of the Impact of the 2020 COVID-19: Lockdown Period on Teachers’ PracticesPatsy Norton4 Technologies for Coronateaching: Teachers’ New Relationships with Students and Knowledge Amid the COVID-19 PandemicLoredana Perla, Laura Sara Agrati, Svetlana Karkina, Balwant Singh, Manpreet Kaur and Viviana Vinci5 During COVID-19 Pandemic All Classroom Talk Became by the Teacher: Messages from How Science Teachers Talked and Used Language during Science Teaching in KenyaMaureen Atieno Olel and Samuel Ouma Oyoo6 The Disappearing Schoolhouse: Challenging Discourses of Resilience and Accountability in Canadian Pandemic TeachingCatherine James and Tasha Ausman7 Initial Teacher Education in England during the COVID-19 Pandemic: One University’s Experience – From Challenge to the New NormalMarc Turu and Steve Burton8 Home-Studying: Greek Students-Teachers’ Views about Remote Online Teaching and Learning in Higher Education during the COVID-19 PandemicStavroula Kaldi, Efstathios Xafakos, Angeliki Lazaridou, Vasileios Stavropoulos, Maria Chatzi, Vassiliki Tzika, Alexandra Stavrianoudaki, Aikaterini Vassiou, Christos Govaris, Athanasios Tasios, George Tekos and Nikolaos Chaniotakis9 Vocational Teacher Education in a “COVID-19 Semester”Gabriela Jonas-Ahrend10 Romanian Lockdown: Teaching Practice during Online SchoolDaniela Roxana Andron and Stefania Kifor11 Teacher Education Programs and the Practicum in the New COVID-19 Scenarios: Challenges and Possibilities in the Brazilian ContextMaria Ines Marcondes and Silvana Mesquita12 The COVID-19 Pandemic and the Place of Whiteness in Brazilian Lives: Narratives of Four School Physical Education Teachers-Researchers on their Teaching and Teacher EducationWillian Lazaretti da Conceição, Luciano Nascimento Corsino, Luciana Venâncio and Luiz Sanches Neto13 Muting Microaggressions: How Online Learning during the Pandemic Created Safer Spaces for Racialized Students and EducatorsSaba Alvi14 Teacher Education Tuition Modalities under COVID-19 Lockdown: Experiences of One University in ZimbabweMillion Chauraya15 Fighting against COVID-19: China’s Pandemic ExperienceYuhua Bu, Rui Zheng and Longping Ye16 Pandemic Pedagogies: Relational Teaching & Learning in Times of CrisisLinda Radford, Trista Hollweck and Hembadoon Iyortyer Oguanobi