Teacher Habitus in Transition: Reflexivity and Adaptation in Taiwanese Initial Teacher Education during the Shift to Remote Education
Saved in:
| Title: | Teacher Habitus in Transition: Reflexivity and Adaptation in Taiwanese Initial Teacher Education during the Shift to Remote Education |
|---|---|
| Language: | English |
| Authors: | Yu-Ping Hsu (ORCID |
| Source: | European Journal of Education. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teacher Education, Preservice Teachers, Educational Change, Distance Education, Blended Learning, Reflective Teaching, Teacher Behavior, Adjustment (to Environment) |
| Geographic Terms: | Taiwan |
| DOI: | 10.1111/ejed.70618 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | Hybrid teaching and blended learning have transformed traditional practices and challenged pre-service teachers' beliefs during professional socialisation. This study explores how they deliberately reflected on, interpreted, and reinterpreted their teaching practices in response to uncertainties, using the concept of teacher habitus. Drawing on qualitative interviews with participants in initial teacher education programmes, the findings highlight that teacher habitus has continuously developed to adapt to various uncertainties. The shift in logics of the field not only opened up alternative teaching practices both at the individual and collective levels but also caused a disconnection between habitus and the fields, representing the hysteresis effect. This article suggests that the hysteresis effect fosters individual reflection and the development of understanding and adaptive strategies, which may bridge the gap between evolving habitus and the shifting field of diverse learning approaches and contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506889 |
| Database: | ERIC |
| Abstract: | Hybrid teaching and blended learning have transformed traditional practices and challenged pre-service teachers' beliefs during professional socialisation. This study explores how they deliberately reflected on, interpreted, and reinterpreted their teaching practices in response to uncertainties, using the concept of teacher habitus. Drawing on qualitative interviews with participants in initial teacher education programmes, the findings highlight that teacher habitus has continuously developed to adapt to various uncertainties. The shift in logics of the field not only opened up alternative teaching practices both at the individual and collective levels but also caused a disconnection between habitus and the fields, representing the hysteresis effect. This article suggests that the hysteresis effect fosters individual reflection and the development of understanding and adaptive strategies, which may bridge the gap between evolving habitus and the shifting field of diverse learning approaches and contexts. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70618 |
