A short summary of Shannon`s research:       

Teaching English language and literature at the high school level in several countries and on several continents through a variety of education curricula for a quarter of a century, afforded me the career opportunities of teacher, teacher trainer, lecturer, and various education leadership positions, such as Head of Department, Deputy Head of Academics, and Programme Coordinator. Throughout my teaching career, with every promotion came the proverbial added responsibilities of the position, as well as what I perceived as an additional layer of often unrealistic expectations, which inevitably caused a heightening of emotions. This meant that I personally felt the added pressure of external expectations on me as a teacher, and then later on the teachers I trained or managed. I wanted to use my experience in various education leadership roles to highlight education issues around teacher emotions and emotional and mental well-being policies. In my Phd study, I explored the affective experiences of teachers to social and technological change from the point of view of a unique online environment as a result of a pandemic lockdown. My intention was to provide a unique perspective on the nature of the social interaction and relationships of teachers in South African adult education environments as they pivoted online. I explored their affective experiences in this unique online learning environment, to better inform pedagogical practices and philosophy regarding teacher emotions in post-pandemic online teaching and learning.

Research for Impact is one of the core strategic themes in SU`s Vision 2040. Can you describe the (potential) impact of your research?

Firstly, I hope to use my research to create practically implementable workshops for current in-service or pre-service teachers around the effect of teacher emotions in their work. In order to do this, I need to use and develop the questionnaire I created for my PhD and apply for ethical clearance to research teacher responses to emotions within education spaces.
Secondly, I hope to use my research to broaden the focus into a large-scale study in a variety of multilingual educational environments in Africa, and between the African continent and the rest of the world.
Thirdly, I hope my research will make a significant impact in highlighting the need for better understanding of emotional labour and emotional agility in the education space, and assist in developing well-being protocols and policies within different education environments.

In the ever-changing environment of academia, what are some of the obstacles early career researchers are faced with?

I am in an unusual situation where I started my academic journey in my early forties, so I am considered an early career researcher despite having 22 years national and international teaching experience, and currently a lecturer in the SU Education Faculty. This can be frustrating at times as I feel I am 'starting from scratch', however, I have learned so much about staff and student dynamics, as well as the effect of environments on teaching, which all feeds into my research interests. Heavy teaching/work loads and large numbers of students can sometimes impede opportunities to find time for writing and further research. Knowing that other ECADs are in the same boat and that we can work/write/meet together is, however, helpful.

What would you regard as the most important aspects to consider to effectively support early career researchers?

It is important to provide support to Early Career Researchers (ECRs) that includes allowing them opportunities and time to write. So much of my time is taken up with teaching and preparing for teaching, and then ECR expectations are that I set aside time for webinars, training, mentor meetings, etc. While all of these are essential skills and beneficial in their own ways, providing ECRs spaces and times to write and be supported in their writing is essential and necessary to develop as an academic.

What excites you about your work? 

My study on teacher emotions in online adult education learning environments under a pandemic-enforced lockdown is unique in that it uses a multilayered conceptual framework of three independent education theories to understand the effect of teacher emotions on their practice, relationships, and well-being. Ultimately, my work contributes to the body of knowledge on teacher emotions by identifying and analysing the occurrence of teacher emotions prior to and during a pandemic, in contexts of great professional and personal uncertainty. This will help to address the current shortage of research in this area and provide real-world value to educational organisations and institutions; in the future, many of them will find themselves operating in such unique environments. It is also hoped that through this study, teacher emotions will be highlighted as an object of education reform as teachers continuously experience the usual increasing regulation and policy demand expectations, especially in unique online learning environments such as remote online emergency teaching and learning.

When you're not in the lab, library or in the field conducting research, what do you do to unwind?

I love storytelling, so I am an avid reader. I regularly listen to audio books, TED Talks and podcasts. I enjoy long road trips and travelling in general, even if it is within my own area or country. I am energised and inspired by interesting people who have overcome the odds. My family is important to me and I love spending time with my husband, dad, brother, sister-in-law, niece and nephew as often as I can.

How has the ECAD programme of SU contributed to your research career?

With the ECAD funding I am able to register and attend national and international conferences that would be beyond my means as an Early Career Researcher still building a significant portfolio of publications and funding. I am also delighted to have been placed with an experienced female academic mentor from a different faculty, which I requested, so that I could learn from her and her experiences outside of what I am exposed to and what I experience. Meeting fellow ECAD recipients has been valuable as a new community of researchers.

What advice, if any, would you look to impart to future early career academics?

Find your 'tribe'. By this I mean surround yourself with people that you know you can rely on, who support you and who re not in competition with you or cause you anxiety. Your 'tribe' could include your mentor, peers, more experienced colleagues, your supervisor/co-supervisor, academic and non-academic friends, family and your partner. Even though academia can seem quite a lonely space and that we often work in silos, it is important to know that you have a support group who believes in you. 

Connect with Shannon and her work!

ORCID ID: https://orcid.org/0000-0003-2675-1067
LinkedIn: https://www.linkedin.com/in/bishopshannon/