RISING TO THE CHALLENGE: SOUTH AFRICAN LIFE SCIENCES TEACHERS SHOWING CREATIVITY AND RESILIENCE DURING COVID-19

Abstract

The outbreak of the Coronavirus Disease (COVID-19) brought many changes and perspectives to the world of education. Some areas experienced a complete halt in academic activities, especially when complete shutdowns were pronounced, losing some weeks or months out of their academic years. However, factors that empower those who thrive during this adversity are worthy of note. This paper explores how South African Life Sciences teachers demonstrated resilience and creativity during the COVID-19 pandemic. This is a descriptive qualitative study underpinned by a sociocultural framework. The data were collected from eight teachers in four under-resourced public schools using semi-structured interviews. A thematic data analysis was conducted after transcribing the recorded interviews. The findings revealed that teachers in rural schools were fearful at the inception of the outbreak. However, some teachers could continue teaching during the lockdown period despite requiring more sophisticated Information and Communication Technologies (ICT). Teachers' dispositions, such as a sense of responsibility, resilience, relationships, determination, and creativity, were the emerging concepts that ensured their ability to continue during difficult times. Therefore, the implication is that although technology is essential in teaching and learning, we should not underrate teachers' persistence and creative power in ensuring successful teaching in dire times. We recommend improving teachers' professional ability and creativity through in-service and pre-service teacher training.