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Mitigating the impact of COVID-19 disruption on the quality and retention of trainee and newly qualified secondary school teachers

减轻 COVID-19 干扰对实习生和新合格中学教师的质量和保留的影响

基本信息

批准号：
ES/W001950/1
负责人：
Simon James Gibbons
金额：
$ 23.07万
依托单位：
King's College London
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2021
资助国家：
英国
起止时间：
2021 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FW001950%2F1
关键词：
Mitigating impact COVID 19 disruption

项目摘要

This project documents the impact of the substantial changes and sustained disruption caused by COVID-19 to the development of trainee and new secondary school teachers and will produce a set of recommendations to enhance teacher quality and retention. Failure to respond now means that 60,000 teachers, working in secondary schools across the UK, will not have sufficient expertise and may rapidly leave the profession. A lack of expertise and high numbers of teachers leaving the profession will have a serious impact on the educational outcomes of young people who have already faced significant disadvantage through school closures and ongoing COVID-19-related disruption.Even before the current global pandemic, the Department for Education recognised the need for teachers to receive sustained and integrated professional development opportunities across the first two years of teaching to improve the quality of support and therefore increase teacher quality and retention. This has been implemented in the newly established Initial Teacher Training Core Content Framework and the Early Career Framework.New teachers have faced challenges to developing their teaching practice as schools have had to restrict the movement of teachers and student around classrooms and school sites to comply with COVID-19 safety requirements. Trainees have also been affected as they have had to predominantly access university education through online teaching and learning and have had reduced time in school placements due to the widespread closure of schools during March - July 2020 and September 2020 - March 2021.Research findings will be generated through analysis of responses gathered from questionnaires and remote interviews with teachers, school leaders, and teacher education staff who are part of the teacher education network of King's College London (KCL). The project timeline includes interviews across 18 months so that teachers' experiences are captured during their year as a trainee and their first year working as a qualified teacher. This project will provide rich understandings of the impacts of COVID-19 on teacher quality and retention that will have relevance for policy makers, school leaders and ITT providers across the UK. As such, this proposal seeks both to extend existing UKRI funded research into the social impacts of COVID-19 on education, as well as enhance current policy commitments to strengthen teacher quality and retention across the education sector. This will both alleviate the current challenges posed by the pandemic and ensure better preparedness for future extreme events.

这个项目记录了新冠肺炎对见习教师和新中学教师发展造成的实质性变化和持续破坏的影响，并将提出一套提高教师素质和留住教师的建议。如果现在没有回应，意味着在英国各地中学工作的6万名教师将没有足够的专业知识，可能很快就会离开这一职业。缺乏专业知识和大量教师离职将对年轻人的教育结果产生严重影响，这些年轻人已经因为学校关闭和持续的与新冠肺炎有关的干扰而面临重大劣势。甚至在当前的全球流行病之前，教育部就认识到，教师需要在教学的头两年获得持续和综合的专业发展机会，以提高支持质量，从而提高教师质量和留住教师。这已经在新建立的初始教师培训核心内容框架和早期职业框架中得到实施。新教师在发展教学实践方面面临着挑战，因为学校不得不限制教师和学生在教室和学校场地周围移动，以遵守新冠肺炎的安全要求。受训者也受到了影响，因为他们主要通过在线教学和学习获得大学教育，由于2020年3月至7月和2020年9月至2021年3月期间学校普遍停课，他们的就学时间缩短了。研究结果将通过分析问卷收集的答复和对伦敦国王学院(KCL)教师教育网络中的教师、学校领导人和教师教育工作人员的远程采访而得出。该项目的时间表包括为期18个月的访谈，以便记录教师作为实习生的一年和作为合格教师工作的第一年的经验。该项目将使人们深入了解新冠肺炎对教师质量和留任的影响，这将对英国各地的政策制定者、学校领导人和国际电信技术培训提供商具有现实意义。因此，这项建议既寻求扩大英国教育研究所资助的现有研究，以研究新冠肺炎对教育的社会影响，又寻求加强当前的政策承诺，以加强整个教育部门的教师质量和留住。这既将缓解目前大流行带来的挑战，也将确保为未来的极端事件做好更好的准备。