'Like a Rug Had Been Pulled from under You': The Impact of COVID-19 on Teachers in England during the First Six Weeks of the UK Lockdown

Autor/inn/en	Kim, Lisa E.; Asbury, Kathryn
Titel	'Like a Rug Had Been Pulled from under You': The Impact of COVID-19 on Teachers in England during the First Six Weeks of the UK Lockdown
Quelle	In: British Journal of Educational Psychology, 90 (2020) 4, S.1062-1083 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Lisa E.) ORCID (Asbury, Kathryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12381
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Online Courses; Distance Education; Teacher Attitudes; Elementary Secondary Education; Experience; Barriers; Adjustment (to Environment); Interpersonal Relationship; Professional Identity; At Risk Students; Student Needs; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Lehrerverhalten; Erfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Background: 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. Aims: The current study explores teachers' experiences of this abrupt change to their working practices, and during the 5-6 weeks that followed. Sample: Twenty-four teachers from English state schools were interviewed, representing mainstream primary and secondary schools and a range of years of experience and seniority. Methods: 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. Results and Conclusions: 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. (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	2022/1/01