Kim, Lisa orcid.org/0000-0001-9724-2396, Fields, Diana orcid.org/0000-0003-1933-031X and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2023) ‘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. British Journal of Educational Psychology. e12622. ISSN 0007-0998
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 inter- views 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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2023 The Authors. |
Keywords: | COVID-19,longitudinal qualitative analysis,narrative identity,teacher professional identity,teachers |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 22 Jun 2023 09:20 |
Last Modified: | 22 Jan 2025 00:22 |
Published Version: | https://doi.org/10.1111/bjep.12622 |
Status: | Published online |
Refereed: | Yes |
Identification Number: | 10.1111/bjep.12622 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:200721 |
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Description: Brit J of Edu Psychol - 2023 - Kim - It feels like I m back to being a teacher A longitudinal trajectory analysis of
Licence: CC-BY 2.5