Literaturnachweis - Detailanzeige
| Autor/inn/en | Kim, Lisa E.; Fields, Diana; Asbury, Kathryn |
|---|---|
| Titel | 'It Feels Like I'm Back to Being a Teacher': A Longitudinal Trajectory Analysis of Teachers' Experiences during the First 8 Months of COVID-19 in England |
| Quelle | In: British Journal of Educational Psychology, 93 (2023) 4, S.1105-1122 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kim, Lisa E.) ORCID (Fields, Diana) ORCID (Asbury, Kathryn) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-0998 |
| DOI | 10.1111/bjep.12622 |
| Schlagwörter | Foreign Countries; Teachers; Experience; COVID-19; Pandemics; Emergency Programs; School Closing; Educational Change; Government Role; Leadership; Ambiguity (Context); Faculty Workload; Teaching Conditions; Job Satisfaction; Professional Identity; United Kingdom (England) |
| Abstract | Background: Understanding teachers' experiences throughout the school closures and reopenings that have characterized large periods of the COVID-19 pandemic provides us with unique insights into what it means to be a teacher during a global public health crisis. Aim and Method: To investigate teachers' narratives of their experiences, we conducted 95 semi-structured interviews with 24 teachers in England across four time points between April and November 2020. We used a longitudinal qualitative trajectory analysis of participants' stories of their high-, low- and turning-points. Results: We derived four themes that were evident at each time point and developed over time. The themes were: (1) "growing frustration at uncertainties caused by poor government leadership," (2) "expanding concern for pupil learning and well-being," (3) "an increasingly labour-intensive and exhausting job" and (4) "declining pleasure and pride in being a teacher." Conclusions: The findings shed light on the impact of COVID-19 on the professional identity of these teachers and we propose ways in which teachers can be supported now and in the future. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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