Reflecting on Teaching in Low SES Areas during COVID-19: An Australian Experience

Autor/inn/en	Baxter, Lindy P.; Gardner, Fiona; Southall, Anne E.
Titel	Reflecting on Teaching in Low SES Areas during COVID-19: An Australian Experience
Quelle	In: Cambridge Journal of Education, 53 (2023) 2, S.177-193 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baxter, Lindy P.) ORCID (Gardner, Fiona) ORCID (Southall, Anne E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2092071
Schlagwörter	Foreign Countries; School Closing; COVID-19; Pandemics; Socioeconomic Status; Low Income Groups; Well Being; Catholic Schools; Elementary Schools; Students with Disabilities; Disadvantaged Youth; Classroom Environment; Trauma; Reflection; Elementary School Teachers; Distance Education; Electronic Learning; Australia + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Socio-economic status; Sozioökonomischer Status; Well-being; Wellness; Wohlbefinden; Katholische Schule; Elementary school; Grundschule; Volksschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Benachteiligter Jugendlicher; Klassenklima; Unterrichtsklima; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Distance study; Distance learning; Fernunterricht; Australien
Abstract	School closures and the move to remote learning during the COVID-19 pandemic transformed teaching and learning in Australian schools. Educators experienced personal and professional challenges as they rapidly responded to the needs of their school communities and managed their own emotional reactions. Eleven educators at two Victorian schools in areas of low socioeconomic status discussed in focus groups the impact of school closures and explored their perceptions of responses from leaders and colleagues who supported their wellbeing. While naming the significance of uncertainty, constant change and increased workloads, these educators acted creatively to ensure their students had access to specifically developed learning materials to suit their needs. Educators demonstrated that they could use existing reflective structures that fostered mutual support to sustain their wellbeing and create supportive environments for themselves and their wider school communities in times of crisis, as well as remain open to sometimes-surprising learning opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01