Teachers and the Covid 19 pandemic – Identifying individual and school factors that predict successful professional adaptation (TeaCop)

在Covid19大流行期间，教师负有特殊的责任。随着2020年3月学校停课，他们不得不突然适应前所未有的远程学习形式，并支持学生在家中学习。对学生、家长和教师的调查显示，教师在教学表现和幸福感方面如何很好地应对这些挑战。然而，目前几乎没有任何研究考察可以解释教师之间这些差异的因素。此外，现有的关于大流行期间教师行为的研究是横断面调查，几乎完全考察教师提供的学习机会的数量。相比之下，人们对教师教学行为的质量知之甚少。因此，TeaCop研究将首先使用纵向数据来描述教师如何适应与流行病相关的挑战，考虑到他们的幸福感和教学质量。其次，我们将探索哪些个体因素和语境因素可以解释成功适应的差异。我们将利用目前正在进行的纵向研究，DFG资助的研究COACTIV-Expert。在纵向研究中，800多名数学(未来)教师在入职阶段及以后(2007年至2011年)对他们的专业能力、一般认知能力、个性和幸福感进行了调查。2019年再次对参与者进行调查，调查对象为十年左右的教学经验(T4)。TeaCop的研究将于2021年夏秋两季进行。它包括一项在线教师调查和学校调查。通过(A)教师调查，将通过教师自我评估和对远程学习期间教师学习材料样本的评价来衡量大流行病期间教师教学活动的质量。评估将以教学质量的基本维度为基础：认知激活的潜力、提供学习支持和组织支持。此外，我们还将调查教师的职业幸福感。在(B)项学校调查中，教师会被要求聘请最多10名同事，收集有关学校重要特色的学校层面数据。通过参与者在大流行情况之前和期间提供的大量个人和背景相关数据，可以描述大流行期间教师专业经验和行为的变化，并确定成功适应的个人和背景相关条件。因此，这项研究可以为理解教师如何成功地适应具有挑战性的大流行形势做出重要贡献。这对于防止在大流行期间增加教育不平等的风险尤为重要。

Teachers have a special responsibility during the Covid19 pandemic. With school closures in March 2020, they have had to abruptly adapt to unprecedented forms of distance learning and support their students' learning in the home environment. Surveys with students, parents, and teachers alike show a wide range of how well teachers managed to cope with these challenges in terms of their instructional performance and well-being. However, there are currently hardly any studies available that examine factors that can explain these differences between teachers. Furthermore, existing studies on teachers' behaviors during the pandemic are cross-sectional surveys, almost exclusively examine the quantity of learning opportunities provided by teachers. In contrast, little is known about the quality of the teachers' instructional behaviors.Therefore, the TeaCop study will use longitudinal data first to describe how teachers adapt to the pandemic-related challenges, considering their well-being and the quality of their instruction. Second, we will explore which individual and contextual factors explain differences in successful adaptation. We will make use of a currently ongoing longitudinal study, the DFG-funded study COACTIV-ExpeRt. In the longitudinal study, more than 800 mathematics (future) teachers were investigated during their induction phase and beyond (T1 to T3, 2007 to 2011) regarding their professional competence, their general cognitive abilities, their personality, and their well-being. In 2019 the participants were investigated again with around ten years of teaching experience (T4). The TeaCop study will be scheduled for the summer/fall of 2021. It includes an online teacher and school survey. With the (a) teacher survey, the quality of teachers' instructional activities during the pandemic will be measured using teacher self-assessments and evaluations of samples of the teachers' learning materials during distance learning. The evaluation will be based on the well-established basic dimensions of instructional quality: the potential for cognitive activation, the provision of learning support, and organizational support. In addition, we will investigate teachers' occupational well-being. For the (b) school survey, teachers will be asked to recruit up to 10 of their colleagues to collect school-level data on important school characteristics. Through this wealth of personal and context-related data from the participants before and during the pandemic situation, it is possible to describe changes in teachers' professional experience and behavior during the pandemic and identify personal and context-related conditions for successful adaptation. Thus, the study can make an important contribution to understanding how teachers successfully adapt to the challenging situation of the pandemic. This is particularly important to prevent the risk of increasing educational inequity during a pandemic.