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

本研究探讨了新冠肺炎危机给小学带来的挑战，通过调查和电话访谈来分析教师在封锁期间与家庭互动时如何权衡照顾义务（为学生的福祉和福利）和教学义务（考虑到他们的课程提供责任）。通过跟踪教师的即时反应和长期反思，该研究将探索危机在多大程度上挑战和重塑了对初等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扮演的支持性社区中心的角色，特别是在经历高度社会劣势的社区。通过在短时间内进行研究，并将教师的行为和看法与公开辩论中就Covid-19对教育的影响所表达的担忧进行比较，以及最相关的研究，研究结果将能够㈠为学校在封锁后如何恢复“正常运作”所需做出的决定提供信息；包括对高风险考试和检查的任何影响，以及（ii）制定议程，促使公众反思学校在其社区内通过将照顾义务与教学义务结合起来的方式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.