COVID-19 School Closure-Related Changes to the Professional Life of a K–12 Teacher
By Ute Kaden. 2020
351 citations recorded by the source corpus.
The COVID-19 pandemic forced K–12 school closures in spring 2020 to protect the well-being of society. The unplanned and unprecedented disruption to education changed the work of many teachers suddenly, and in many aspects. This case study examines the COVID-19 school closure-related changes to the professional life of a secondary school teacher in rural Alaska (United States), who had to teach his students online. A descriptive and explanatory single case study methodology was used to describe subsequent impacts on instructional practices and workload. Qualitative and quantitative data sources include participant observations, semi-structured interviews, artifacts (e.g., lesson plans, schedules, online time), and open-ended conversations. The results of this study demonstrate an increase and change in workload for the teacher and that online education can support learning for many students but needs to be carefully designed and individualized to not deepen inequality and social divides. The forced move to online learning may have been the catalyst to create a new, more effective hybrid model of educating students in the future. Not one single model for online learning will provide equitable educational opportunities for all and virtual learning cannot be seen as a cheap fix for the ongoing financial crisis in funding education.
Subfields: Clinical Psychology, Information Systems
View Paper: https://www.semanticscholar.org/paper/19ddcaf3e1bc4fee40bd32db73354a97797b2dcc
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In Clinical Psychology
In Information Systems
Citations in the corpus
- Teaching during COVID-19: The Decisions Made in Teaching (2021, methodology): “Previous research in the context of COVID-19 has also shown that uncertainty [9], the workload of teachers [6,49] and general teachers’ work-related stress [8,10] has increased in distance learning settings, and this has also affected teachers’ teaching practice.”
- ESL Teachers’ Challenges in Implementing E-learning during COVID-19 (2021, background): “Alternatively, teachers will need to find other alternatives to deliver the lessons using other available platforms which in turn caused students to be delayed in learning (Kaden, 2020).”