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This article reports on a study analysing changes in the use of digital technologies and working from home during the COVID-19 crisis and the impact of these changes on the wellbeing of five female university lecturers from Australia and Sweden. Applying collaborative autoethnographical methods, this study employed Weick's sensemaking framework to explore how the academics made sense of these sudden changes. The Positive emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) wellbeing framework was also employed to explore the effect of these changes on the academics' wellbeing. Findings from the reflective narratives show that after the initial experiences of stress, each university lecturer was able to adapt and navigate the online teaching environment during the pandemic. However, the time constraints in preparing and adapting to online teaching, and working from home, were experienced by some of the university lecturers as highly stressful and isolating which impacted their sense of wellbeing. Even so, working from home was recognized as a positive experience, providing time for research, hobbies, and time with family. This study addresses a gap in current knowledge by examining the impact of the sudden transition to online teaching and learning had on academic wellbeing as conceptualised through the PERMA framework. In addition, by applying Weick's sensemaking framework, this study provides a unique perspective around how academics made sense of the sudden switch to online teaching and learning during COVID-19.

The use of social media in initial teacher education offers connection to a community of learners. As teacher educators we planned to use Twitter with pre-service teachers (PSTs). But at the end of the semester it was revealed that PSTs insisted on using a different platform; offering valuable perspectives and insights into the boundaries that are set by PSTs when moving from personal to professional use of social media. Through this paper we share our voices as initial teacher educators who valued the voices of PSTs in navigating the integration of Twitter into a semester of study. Revealed are insights into knowing where your students are when integrating social media to support the growth of a community. [Note: The month (Oct) and issue number (10) shown on the PDF is incorrect.]

This article reports on a qualitative case study with families of young English as an additional language (EAL) children in year 3-4 classrooms in metropolitan Melbourne, Australia. In the context of this inquiry, developmental bibliotherapy, which uses books to "heal the mind," was operationalized as a social-emotional learning (SEL) tool, using a transactional reader response approach. In this SEL approach, children made life-to-text and text-to-life connections that focused on three topic areas: body image, resilience, and self-esteem through the reading encounter. Findings shed light on the pedagogical implications of developmental bibliotherapy as an SEL tool and an eudaimonic factor in young EAL children's life worlds. [ABSTRACT FROM AUTHOR]

The global pandemic significantly affected teacher training programs, specifically professional experience in schools. The past two years of teacher education have necessitated the innovation and adaption of traditional programs to ensure pre-service teachers' preparation and readiness to enter schools as graduates in Australia. This case report explores the creation and implementation of three innovations that were used to support pre-service teachers who undertook a remote and flexible learning placement due to school closures. The report presents the process implemented to best support the pre-service teachers and school mentors to deal with the disruption to professional experience caused. [ABSTRACT FROM AUTHOR]