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.
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.
| Original language | English |
|---|---|
| Article number | e12622 |
| Number of pages | 18 |
| Journal | British Journal of Educational Psychology |
| Early online date | 20 Jun 2023 |
| DOIs | |
| Publication status | E-pub ahead of print - 20 Jun 2023 |
Bibliographical note
© 2023 The Authors.Keywords
- COVID-19
- longitudinal qualitative analysis
- narrative identity
- teacher professional identity
- teachers