Department of Education, University of York, York, UK.
Br J Educ Psychol. 2023 Dec;93(4):1105-1122. doi: 10.1111/bjep.12622. Epub 2023 Jun 20.
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.
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.
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.
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.
了解教师在新冠疫情大流行期间经历的学校关闭和重新开放，为我们提供了在全球公共卫生危机期间当教师意味着什么的独特见解。
为了调查教师的经历叙述，我们在 2020 年 4 月至 11 月期间的四个时间点，在英格兰对 24 名教师进行了 95 次半结构化访谈。我们使用参与者的高、低和转折点故事的纵向定性轨迹分析。
我们得出了在每个时间点都明显存在并随着时间发展的四个主题。这些主题是：（1）对政府领导不力造成的不确定性越来越感到沮丧，（2）对学生学习和福祉的关注不断扩大，（3）工作越来越繁重和疲惫，（4）作为教师的乐趣和自豪感下降。
这些发现揭示了新冠疫情对这些教师职业身份的影响，我们提出了现在和将来支持教师的方法。
