We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
'It feels like I'm back to being a teacher': A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID‐19 in England.
- Authors
Kim, Lisa E.; Fields, Diana; Asbury, Kathryn
- Abstract
Background: Understanding teachers' experiences throughout the school closures and reopenings that have characterized large periods of the COVID‐19 pandemic provides us with unique insights into what it means to be a teacher during a global public health crisis. Aim and Method: To investigate teachers' narratives of their experiences, we conducted 95 semi‐structured interviews with 24 teachers in England across four time points between April and November 2020. We used a longitudinal qualitative trajectory analysis of participants' stories of their high‐, low‐ and turning‐points. Results: We derived four themes that were evident at each time point and developed over time. The themes were: (1) growing frustration at uncertainties caused by poor government leadership, (2) expanding concern for pupil learning and well‐being, (3) an increasingly labour‐intensive and exhausting job and (4) declining pleasure and pride in being a teacher. Conclusions: The findings shed light on the impact of COVID‐19 on the professional identity of these teachers and we propose ways in which teachers can be supported now and in the future.
- Subjects
ENGLAND; COVID-19 pandemic; SCHOOL closings; TEACHERS; PROFESSIONAL identity
- Publication
British Journal of Educational Psychology, 2023, Vol 93, Issue 4, p1105
- ISSN
0007-0998
- Publication type
Article
- DOI
10.1111/bjep.12622