Department of Education, University of York, UK.
Br J Educ Psychol. 2020 Dec;90(4):1062-1083. doi: 10.1111/bjep.12381. Epub 2020 Sep 25.
On 20 March 2020, in response to COVID-19, UK schools were closed to most pupils. Teachers were required to put remote teaching and learning in place with only two days' notice from the government.
The current study explores teachers' experiences of this abrupt change to their working practices, and during the 5-6 weeks that followed.
Twenty-four teachers from English state schools were interviewed, representing mainstream primary and secondary schools and a range of years of experience and seniority.
Participants were asked to tell stories of three key scenes during the first 5-6 weeks of lockdown: a low point, a high point, and a turning point. A reflexive thematic analysis of their narratives was conducted.
Six themes were identified: uncertainty, finding a way, worry for the vulnerable, importance of relationships, teacher identity, and reflections. Teachers' narratives suggest that, after an initial period of uncertainty they settled into the situation and found a way forward, supported by strong relationships. However, they remain extremely worried about the most vulnerable pupils and want more joined-up thinking from the government on how to support them effectively, along with clarity from policymakers to enable planning ahead. Teachers reflected on how to use their learning during this period to improve pupils' experiences of education post-COVID-19, and on how aspects of shared teacher identity have worked as stressors and coping mechanisms. These initial interviews form the baseline for a longitudinal interview study of teachers' experiences of COVID-19 in England.
2020 年 3 月 20 日，针对 COVID-19，英国的学校对大多数学生关闭。教师被要求在政府仅提前两天通知的情况下，进行远程教学。
本研究探讨了教师在工作实践中突然发生这种变化时的经历，以及在接下来的 5-6 周内的经历。
对来自英国公立学校的 24 名教师进行了访谈，代表了主流小学和中学以及各种经验和资历的教师。
要求参与者讲述封锁的前 5-6 周内的三个关键场景的故事：最低点、最高点和转折点。对他们的叙述进行了反思性主题分析。
确定了六个主题：不确定性、寻找出路、为弱势群体担忧、关系的重要性、教师身份和反思。教师的叙述表明，在经历了最初的不确定时期后，他们在强有力的关系支持下，适应了这种情况并找到了前进的道路。然而，他们仍然非常担心最弱势群体，并希望政府能更紧密地思考如何有效地支持他们，并希望政策制定者能提供明确的规划。教师反思了如何利用这段时间的学习来改善 COVID-19 后学生的教育体验，以及教师共同身份的某些方面如何成为压力源和应对机制。这些初步访谈为英格兰教师对 COVID-19 经历的纵向访谈研究提供了基线。
