Primary Teachers' Experience of the COVID-19 Lockdown -- Eight Key Messages for Policymakers Going Forward

Autor/inn/en	Moss, Gemma; Allen, Rebecca; Bradbury, Alice; Duncan, Sam; Harmey, Sinead; Levy, Rachael
Institution	UCL Institute of Education (IOE) (United Kingdom), International Literacy Centre (ILC)
Titel	Primary Teachers' Experience of the COVID-19 Lockdown -- Eight Key Messages for Policymakers Going Forward
Quelle	(2020), (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Elementary School Teachers; COVID-19; Pandemics; School Closing; Teacher Responsibility; Student Needs; Family Needs; School Role; Family Environment; Socioeconomic Influences; Teaching Methods; Literacy Education; Mental Health; Well Being; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School closings; Schule; Schließung; Schließung (von Schulen); Lehrverpflichtung; Familienmilieu; Sozioökonomischer Faktor; Teaching method; Lehrmethode; Unterrichtsmethode; Psychohygiene; Well-being; Wellness; Wohlbefinden
Abstract	This report is based on a survey of 1,653 primary teachers in state schools in England. The survey was conducted by Teacher Tapp during May half-term 2020, just before schools started re-opening. It forms part of the ESRC-funded project "A Duty of Care and a Duty to Teach: educational priorities during the COVID-19 crisis", based at the International Literacy Centre, UCL Institute of Education and led by Professor Gemma Moss. This research is exploring how primary teachers in England have prioritised their responsibilities towards families and children under the unusual circumstances that COVID-19 has created for schools. This report is designed to contribute to public debate on what should happen next in education. The survey asked teachers to reflect back on their priorities during the period of lockdown from mid-March to late-May. During that time, primary schools were only open to children in key worker families or vulnerable children, providing a limited amount of face-to-face contact time for many staff. Indeed much of primary teachers' work was focused on supporting children at home, either with their learning or with their general health and well-being. Many teachers were particularly anxious about vulnerable children not in school and staying in touch with them. We often think of a duty of care and a duty to teach as two separate elements in each teacher's work, yet a single conversation or action can fulfil both roles at once. The survey questions were designed to explore how teachers managed both dimensions in responding to the needs of the families and pupils that form part of their local community during this time. We wanted to know where they thought the main priorities lay; and whether and if these unusual circumstances had led them to think more broadly about the role schools play in their local communities and how this can be more fully recognised going forward.[This report stems from the research project, "A duty of care and a duty to teach: educational priorities in response to the COVID-19 crisis," funded by the the Economic and Social Research Council.] (As Provided).
Anmerkungen	Institute of Education - London. 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; Fax: +44-20-7612-6126; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl.ac.uk/ioe/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01