‘I had forgotten what it was like to feel like you’re doing a good job’: a longitudinal thematic analysis of teachers’ experiences during the COVID-19 pandemic
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Abstract
Examining the changes in teachers’ experiences of their job resources, job demands and personal resources can reveal important insights into the profession. Accordingly, semi-structured interviews ...
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Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.
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