'Like a rug had been pulled from under you': The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown.
'Like a rug had been pulled from under you': The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown.
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DOI：
10.1111/bjep.12381
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发表时间：
2020-12
期刊：
影响因子：
--
通讯作者：
Asbury K
中科院分区：
文献类型：
--
作者：
Kim LE;Asbury K
2020年3月20日，为应对COVID - 19，英国学校对大多数学生关闭。教师们被要求在政府发出通知的两天内实施远程教学。目前的研究探讨了教师在工作实践中这种突然变化的经历，以及随后5-6周的经历。来自英国公立学校的24名教师接受了采访，他们代表了主流小学和中学，经验和资历各不相同。参与者被要求讲述封锁前5-6周的三个关键场景：低点、高点和转折点。对他们的叙事进行了反身性的主题分析。确定了六个主题：不确定性、寻找出路、对弱势群体的担忧、关系的重要性、教师身份和反思。教师的叙述表明，在最初的一段不确定时期之后，他们适应了这种情况，并在牢固的人际关系的支持下找到了前进的道路。然而，他们仍然非常担心最弱势的学生，希望政府能更多地考虑如何有效地支持他们，同时政策制定者也能明确地提前规划。教师们反思了如何利用他们在此期间的学习来改善学生在COVID - 19后的教育体验，以及教师共同身份的各个方面如何成为压力源和应对机制。这些初步访谈构成了对英国教师COVID - 19经历的纵向访谈研究的基线。
On 20 March 2020, in response to COVID‐19, UK schools were closed to most pupils. Teachers were required to put remote teaching and learning in place with only two days’ notice from the government. The current study explores teachers’ experiences of this abrupt change to their working practices, and during the 5–6 weeks that followed. Twenty‐four teachers from English state schools were interviewed, representing mainstream primary and secondary schools and a range of years of experience and seniority. Participants were asked to tell stories of three key scenes during the first 5–6 weeks of lockdown: a low point, a high point, and a turning point. A reflexive thematic analysis of their narratives was conducted. Six themes were identified: uncertainty, finding a way, worry for the vulnerable, importance of relationships, teacher identity, and reflections. Teachers’ narratives suggest that, after an initial period of uncertainty they settled into the situation and found a way forward, supported by strong relationships. However, they remain extremely worried about the most vulnerable pupils and want more joined‐up thinking from the government on how to support them effectively, along with clarity from policymakers to enable planning ahead. Teachers reflected on how to use their learning during this period to improve pupils’ experiences of education post‐COVID‐19, and on how aspects of shared teacher identity have worked as stressors and coping mechanisms. These initial interviews form the baseline for a longitudinal interview study of teachers’ experiences of COVID‐19 in England.
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影响因子：
3.9
作者：
Hopkins, D;Stern, D
通讯作者：
Stern, D
影响因子：
7.6
作者：
CARVER, CS;SCHEIER, MF;WEINTRAUB, JK
通讯作者：
WEINTRAUB, JK
DOI：
10.1111/j.2044-8279.1995.tb01130.x
发表时间：
1995-03-01
影响因子：
3.7
作者：
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通讯作者：
BAGLIONI, AJ
影响因子：
3.9
作者：
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通讯作者：
Day, Christopher
影响因子：
3.9
作者：
Asbury, Kathryn;Fox, Laura;Toseeb, Umar
通讯作者：
Toseeb, Umar