Kindergarten Teachers' Experiences during the COVID-19 Pandemic in Bangladesh

Autor/inn/en	Rahman, Arifur; Islam, Shahidul; Boyd, Wendy
Titel	Kindergarten Teachers' Experiences during the COVID-19 Pandemic in Bangladesh
Quelle	In: International Journal of Early Years Education, 31 (2023) 1, S.170-184 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Islam, Shahidul) ORCID (Boyd, Wendy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2022.2128308
Schlagwörter	Preschool Teachers; COVID-19; Pandemics; Foreign Countries; Teacher Attitudes; Distance Education; Psychological Patterns; Bangladesh + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Lehrerverhalten; Distance study; Distance learning; Fernunterricht; Bangladesch
Abstract	Across the world COVID-19 has impacted teachers' lives both professionally and personally. In many parts of the world kindergarten teachers have been able to adapt practices to ensure that children's education and care is provided. However some countries have not responded adequately to support kindergarten teachers' ongoing employment. Bangladesh is one such country. The aim of this study was to understand the experiences of 16 Bangaldeshi kindergarten teachers during the COVID-19 pandemic. The study used an interpretive social constructionist approach, with semi-structured interviews of the 16 kindergarten teachers. Findings revealed the 16 participants experienced significant disruption to their professional and personal lives during COVID-19. With the long-term closures of schools and early childhood services, the teachers were found to be significantly impacted resulting in hardship to their personal, physical, human and social lives. Governments are called on to demonstrate value and support kindergarten teachers at all times, not only during the pandemic. Such support will sustain the early childhood profession, and ensure the rights of young children to access consistent education and care are met. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01