Changed for the better
Positive teacher experiences with Covid-19 driven changes
Bibliographic Data
| ID | 21688833 |
|---|---|
| Authors | Melissa Newberry (0000-0002-9820-8365, Brigham Young University, corresponding author), Elizabeth Hinchcliff (0000-0003-0868-7049, Freedom Preparatory Academy, Provo, UT, USA) |
| Year | 2023 |
| Volume | 29 |
| Issue | 3 |
| Pages | 329-343 |
| Publication date | 2023-04-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teachers and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2023.2191183 |
| OpenAlex | W4327740828 |
| Language | EN |
| References cited | 32 |
Challenges to teaching in the post-Covid classroom plagued schools across the globe. This qualitative study followed two middle-school teachers in a charter school located in the Western United States to identify the changes to classroom teaching and their effects on the classroom environment through the first year of teaching after the 2020 shutdown. Changes came from state mandates, local administration, and teachers’ own adjustments. Findings identified three categories of changes to schools, all with pros and cons. However, evidence suggest that increased autonomy, resources and support for teachers’ work improved their ability to be prepared, focused, and effective. Implications for the profession of teaching are discussed, with an emphasis on autonomy, support and trust of teachers as professionals
Autonomy · Charter · Globe · Mathematics education · Medical education · Pedagogy · Political science · COVID-19 and Mental Health · Education Practices and Challenges · Educational Environments and Student Outcomes · Engineering · Medicine · Psychology
Is It a Challenge or a Threat? A Dual-Process Model of Teachers' Cognition and Appraisal Processes During Conceptual Change
The role of a professional learning community in teacher change
“Constant Stress Has Become the New Normal”
Teacher Technology Change
Covid-19 School Closure-Related Changes to the Professional Life of a K–12 Teacher
Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the Covid-19 pandemic
Faculty readiness for online crisis teaching
Responsive education in times of crisis
The Covid-19 Pandemic as a catalyst for teacher pedagogical and technological innovation and development
Learning disruption or learning loss
Adolescents' Longitudinal School Engagement and Burnout Before and During Covid‐19—The Role of Socio‐Emotional Skills
Identifying the types of student and teacher behaviours associated with teacher stress
Elaborating a model of teacher professional growth
Dialogue as a catalyst for teacher change
Teachers resilience
Teaching during a Pandemic
Factors Contributing to Teacher Burnout During Covid-19
Teacher professional development in Teaching and Teacher Education over ten years
Fast and Slow Thinking to Address Persistent and Complex Problems in Teaching and Learning
Theorizing Teacher Agency and Reform
| Highly cited | No |
|---|