ERIC Number: EJ1440023
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1354-0602
EISSN: EISSN-1470-1278
Surveying and Resonating with Teacher Concerns during COVID-19 Pandemic
Louise Gwenneth Phillips; Melissa Cain; Jenny Ritchie; Chris Campbell; Susan Davis; Cynthia Brock; Geraldine Burke; Kathryn Coleman; Esther Joosa
Teachers and Teaching: Theory and Practice, v30 n7-8 p900-917 2024
The COVID-19 pandemic jolted teachers to the front line of complex, under resourced negotiation of quality distance learning, whilst also being key communicators with students and families about how to be COVID safe. Media reports debated preschool and school closures and child safety, but scarcely considered teachers. Motivated by the silencing of teachers and extraordinary changes to education, we gathered as a group of nine educational researchers located in Australia, New Zealand, Singapore and U.S.A. to create a survey platform for teachers' lived experiences of the impact of COVID-19. Our survey asked 22 questions and attracted 624 responses. This article focuses on question 12: What are the issues you are struggling with and need support with? Drawing from Latour's provocation we distil key 'matters of concern' from the data, illustrated by excerpts from teacher responses and echoed by the authors' COVID lived experiences as interwoven blackout poetry. Our collated experiences highlight struggles with online learning, connectivity/communication with students and families, quality of teaching, and workload, and the need to value and invest in education and the professionalism of teachers to address these struggles.
Descriptors: COVID-19, Pandemics, Teacher Attitudes, School Closing, Teaching Experience, Barriers, Educational Needs, Online Courses, Interpersonal Relationship, Educational Quality, Faculty Workload, Foreign Countries, Educational Technology
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; New Zealand; Singapore; United States
Grant or Contract Numbers: N/A