COVID-19 School Closure-Related Changes to the Professional Life of a K-12 Teacher

Autor/in	Kaden, Ute
Titel	COVID-19 School Closure-Related Changes to the Professional Life of a K-12 Teacher
Quelle	In: Education Sciences, 10 (2020), Artikel 165 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Disease Control; Public Health; Disease Incidence; Crisis Management; School Closing; Elementary Secondary Education; Educational Change; Secondary School Teachers; Faculty Workload; Electronic Learning; Online Courses; Equal Education; Teaching Experience; Instructional Effectiveness; Teacher Attitudes; Rural Schools; Teacher Student Relationship; Computer Mediated Communication; COVID-19; Pandemics; Alaska + Suchen Sie Ihr Suchwort? Gesundheitswesen; Krisenmanagement; School closings; Schule; Schließung; Schließung (von Schulen); Bildungsreform; Online course; Online-Kurs; Unterrichtserfolg; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schulen; Teacher student relationships; Lehrer-Schüler-Beziehung; Computerkonferenz
Abstract	The COVID-19 pandemic forced K-12 school closures in spring 2020 to protect the well-being of society. The unplanned and unprecedented disruption to education changed the work of many teachers suddenly, and in many aspects. This case study examines the COVID-19 school closure-related changes to the professional life of a secondary school teacher in rural Alaska (United States), who had to teach his students online. A descriptive and explanatory single case study methodology was used to describe subsequent impacts on instructional practices and workload. Qualitative and quantitative data sources include participant observations, semi-structured interviews, artifacts (e.g., lesson plans, schedules, online time), and open-ended conversations. The results of this study demonstrate an increase and change in workload for the teacher and that online education can support learning for many students but needs to be carefully designed and individualized to not deepen inequality and social divides. The forced move to online learning may have been the catalyst to create a new, more effective hybrid model of educating students in the future. Not one single model for online learning will provide equitable educational opportunities for all and virtual learning cannot be seen as a cheap fix for the ongoing financial crisis in funding education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01