http://dx.doi.org/10.31703/gesr.2022(VII-II).44
10.31703/gesr.2022(VII-II).44
Published : Jun 2022
Repositioning Professional Identity during COVID 19 Lock Down: Recording the Lived Experiences of Female School Teachers
This paper is based on a case study of a public sector school aiming to get an in-depth insiders' view on the complex phenomenon of repositioning professional identity among school teachers during the COVID-19 lock down. Scholarship has already highlighted the issue of the negotiated identity of women during the pandemic (Safdar and Yasmin, 2020), though how female school teachers experience this phenomenon has been missed out. Considering the significance as well as unavailability of literature on this issue, this paper is going to unravel the process of identity renegotiation among female teachers and aspires to contribute to the body of knowledge revealing the impact of COVID on human behavior and life. This paper will also discuss the implications and extend guidance for future research in this field.
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Female Teachers, Identity, Renegotiation, COVID-19, Pakistan.
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(1) Noreen Saher
Associate Professor, Department of Anthropology, Faculty of Social Sciences International Islamic University, Islamabad, Pakistan.
(2) Bushra Farooq
Department of Anthropology, Faculty of Social Sciences International Islamic University, Islamabad, Pakistan
(3) Tayyaba Khalid
Lecturer, Faculty of Social Sciences, International Islamic University, Islamabad, Pakistan
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Cite this article
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APA : Saher, N., Farooq, B., & Khalid, T. (2022). Repositioning Professional Identity during COVID 19 Lock Down: Recording the Lived Experiences of Female School Teachers. Global Educational Studies Review, VII(II), 467-473. https://doi.org/10.31703/gesr.2022(VII-II).44
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CHICAGO : Saher, Noreen, Bushra Farooq, and Tayyaba Khalid. 2022. "Repositioning Professional Identity during COVID 19 Lock Down: Recording the Lived Experiences of Female School Teachers." Global Educational Studies Review, VII (II): 467-473 doi: 10.31703/gesr.2022(VII-II).44
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HARVARD : SAHER, N., FAROOQ, B. & KHALID, T. 2022. Repositioning Professional Identity during COVID 19 Lock Down: Recording the Lived Experiences of Female School Teachers. Global Educational Studies Review, VII, 467-473.
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MHRA : Saher, Noreen, Bushra Farooq, and Tayyaba Khalid. 2022. "Repositioning Professional Identity during COVID 19 Lock Down: Recording the Lived Experiences of Female School Teachers." Global Educational Studies Review, VII: 467-473
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MLA : Saher, Noreen, Bushra Farooq, and Tayyaba Khalid. "Repositioning Professional Identity during COVID 19 Lock Down: Recording the Lived Experiences of Female School Teachers." Global Educational Studies Review, VII.II (2022): 467-473 Print.
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OXFORD : Saher, Noreen, Farooq, Bushra, and Khalid, Tayyaba (2022), "Repositioning Professional Identity during COVID 19 Lock Down: Recording the Lived Experiences of Female School Teachers", Global Educational Studies Review, VII (II), 467-473
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TURABIAN : Saher, Noreen, Bushra Farooq, and Tayyaba Khalid. "Repositioning Professional Identity during COVID 19 Lock Down: Recording the Lived Experiences of Female School Teachers." Global Educational Studies Review VII, no. II (2022): 467-473. https://doi.org/10.31703/gesr.2022(VII-II).44