A duty of care and a duty to teach: educational priorities in response to the Covid-19 lockdown

这项研究探讨了新冠肺炎危机给小学带来的挑战，通过调查和电话采访，分析了在封锁期间，教师在与家庭的互动中如何权衡照顾责任(为了学生的福祉)和教学责任(鉴于他们对课程交付的责任)。通过跟踪教师的即时反应和长期反思，这项研究将探索这场危机的挑战程度，并重塑对小学教育目的和价值观的共同理解。这将考虑到小学在危机期间发现自己扮演着支持社区中心的角色，特别是在社会处境不利程度较高的社区。通过在短时间内进行研究，并将教师的行动和看法与公众对新冠肺炎对教育影响的辩论中表达的关切以及最相关的研究进行比较，这些研究结果将能够：i)为需要做出的决定提供信息，说明学校如何恢复“一切照常”停课后的工作，包括对高风险测试和检查的任何影响；ii)制定一个议程，让公众反思学校通过将注意义务与教学职责相结合的方式在社区中所发挥的作用的价值。

This research explores the challenges the Covid-19 crisis sets primary schools, using surveys andtelephone interviews to analyse how teachers weigh a duty of care (for their pupils' well-being andwelfare) and a duty to teach (given their responsibilities for curriculum delivery) in theirinteractions with families during the lockdown. By tracking teachers' immediate responses andlonger term reflections, the research will explore the extent to which the crisis is challenging andreshaping shared understandings of the purposes and values of primary education. This will beconsidered in the light of the roles primary schools find themselves playing as supportivecommunity hubs during the crisis, particularly in communities experiencing high levels of social disadvantage. By conducting the research within a short time frame, and comparing teachers' actions and perceptions with the concerns expressed in public debate on the impacts of Covid-19 on education, alongside the most relevant research studies, the findings will be able to i) inform decisions that will need to be made about how schools resume "business asusual" post lockdown, including any implications for high stakes tests and inspection and ii) set an agenda for public reflection on the value of the role schools play within their communities through the ways in which they combine a duty of care with a duty to teach.