“你只管去做:”大流行期间的教学快照

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Teaching Education Pub Date : 2021-11-11 DOI:10.1080/10476210.2021.1988922

Kerry Kretchmar

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引用次数: 4

摘要

本文考察了威斯康星州18名教师在COVID-19大流行期间的经历，以解决两个问题:1)在COVID-19大流行期间，教学条件是什么样的?2)在COVID-19大流行期间，教育工作者如何适应?这项研究提供了威斯康星州郊区、城市和农村11个学区的各种交付模式、安全和缓解措施以及期望的快照。它考察了教师适应实践的方式，以满足当前具有挑战性的需求。本研究的意义包括需要倡导为所有人提供更好的COVID-19教学条件，承认教师的复原力和适应能力，并发展教师能动性。

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‘You just do it:’ A snapshot of teaching during a pandemic

ABSTRACT This paper examines the experiences of 18 teachers in Wisconsin during the COVID-19 pandemic to address two questions: 1) What do teaching conditions look like during the COVID-19 pandemic? 2) How have educators adapted during the COVID-19 pandemic? This research offers a snapshot of the varied delivery models, safety and mitigation practices, and expectations of eleven school districts in suburban, urban, and rural Wisconsin. It examines the ways teachers adapted their practice to meet the challenging demands of the moment. The implications of this research include the need to advocate for better COVID-19 teaching conditions for all, acknowledge the resilience and adaptability of teachers, and develop teacher agency.

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.