I will survive: Teachers reflect on motivations to remain in education amidst a global pandemic
I will survive: Teachers reflect on motivations to remain in education amidst a global pandemic
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我会活下去：教师反思在全球大流行中继续接受教育的动机
DOI：
10.1002/tea.21831
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发表时间：
2022
影响因子：
4.6
通讯作者：
Balgopal, Meena M.
中科院分区：
文献类型：
--
作者：
Wright, Diane S.;Weinberg, Andrea E.;Sample McMeeking, Laura B.;Lin Hunter, Danielle E.;Balgopal, Meena M.
随着 2020 年 3 月疫情开始扰乱学校系统，教师们需要迅速调整教学方法。我们招募了获得国家科学基金会奖学金的科学、技术、工程和数学教师，这些教师因其高质量的学术记录和对在高需求学区工作的承诺而参与纵向调查研究。参与者（n= 153）毕业于西部山区或中西部西部地区的大学或学院。通过 2020 年全年对所有参与者进行的一系列三项调查以及 2021 年初对一小部分参与者 (n= 42) 的后续焦点小组访谈，我们研究了参与者对教育系统应对 COVID-19 的看法和信念。参与者认为，继续教学是最优先考虑的，而他们的专业需求是最不优先考虑的。大多数参与者认为学区和学校采取的行动是消极或中立的。参与者按经验年限进行分类（职前 0、新手 1-3、早期职业 4-5 和大师 6+），以比较他们对成功的看法和继续教学的意图。参与者认为，他们的成功水平随着大流行前多年的专业经验的增加而提高，但所有参与者都表示，在大流行期间感觉不太成功。尽管参与者对学校的反应持负面看法，并认为成功率较低，但他们打算短期留在课堂上，但不一定是长期的。我们建议教师教育工作者和管理人员 (1) 帮助教师发展在课堂上使用的个人知识和技能，特别是考虑到全国高需求地区科学（和广泛的 STEM）教师短缺的情况，以及 (2) 制定积极主动的计划，以应对大规模以及仅限于特定地区的意外危机。
As the pandemic began to disrupt school systems in March 2020, teachers were expected to quickly modify their instructional approaches. We recruited science, technology, engineering, and mathematics teachers who were recipients of National Science Foundation scholarships based on their high‐quality academic record and commitment to working in high‐needs school districts to participate in a longitudinal survey study. Participants (n= 153) graduated from universities or colleges in the Mountain West or western region of the Midwest. Through a series of three surveys administered throughout 2020 to all participants and follow‐up focus group interviews with a subset (n= 42) in early 2021, we examined participants' perceptions and beliefs about the educational system's response to COVID‐19. Participants perceived that the continuation of instructional delivery was the highest priority and that their professional needs were the lowest priority. Most participants believed the actions taken by school districts and schools to be negative or neutral. Participants were categorized by years of experience (preservice 0, novice 1–3, early career 4–5, and master 6+) to compare their perceptions of success and intentions to continue teaching. Participants perceived that their level of success increased with years of professional experience prior to the pandemic, but all participants reported feeling less successful during the pandemic. Despite participants' negative beliefs about the school response and perceived low levels of success, they intended to remain in the classroom short‐term but not necessarily long term. We recommend that teacher educators and administrators (1) help teachers develop their personal knowledge and skills for use in the classroom, especially considering the national shortage of science (and STEM, broadly) teachers in high‐needs districts and (2) develop proactive plans for responding to unexpected crises on large scales, as well as those limited to a particular region.
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影响因子：
4.7
作者：
Kiger, Michelle E.;Varpio, Lara
通讯作者：
Varpio, Lara
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DOI：
--
发表时间：
2015
期刊：
影响因子：
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作者：
L. Fried;Caroline F. Mansfield;E. Dobozy
通讯作者：
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影响因子：
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作者：
Grillo, Monica;Kier, Meredith
通讯作者：
Kier, Meredith
DOI：
--
发表时间：
2017
期刊：
影响因子：
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作者：
A. Nolan;Tebeje Molla
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Tebeje Molla
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影响因子：
6.7
作者：
Polizzi, Samuel J.;Zhu, Yicong;Reid, Joshua W.;Ofem, Brandon;Salisbury, Sara;Beeth, Michael;Roehrig, Gillian;Mohr-Schroeder, Margaret;Sheppard, Keith;Rushton, Gregory T.
通讯作者：
Rushton, Gregory T.