The unprecedented health crisis caused by the spread of the novel coronavirus has resulted in innumerable complications and challenges with respect to schooling in the United States and globally. With the closure of schools, parents and guardians and often older siblings have had to oversee the learning of younger, school-aged children. One consequence of what might be called “emergency teaching” or “crisis schooling” has been a recognition, largely by those thrust into such roles of how hard this oversight actually is and a call for more respect and recognition for classroom teachers. Most frequently, this call for recognition and respect has actually been in the form of a recommendation for higher pay. While such an expression of support is laudable, it once again reveals a lack of deep understanding on the part of the general public about the substantial and specialized knowledge and skills teachers need and the scope of their work as effective classroom educators. While we have learned much about the specialized knowledge and skills that teachers must have to be effective (e.g., Phelps, 2009; Shulman, 1986), given how teaching and learning are unfolding during this COVID-19 “era,” there is much that we need to understand better about these processes (Richmond et al., 2020). At the time in which we are writing this editorial, two such examples include (a) the knowledge for online, face-to-face, or hybrid teaching and learning and (b) the cognitive, social, and emotional transitions for students (and for some, substantial trauma) to new learning platforms and different learning dynamics. There is also much to understand about the specific kinds of supports for students and for teachers that are necessary to maximize effective learning. Despite these needs, the novelty of the pandemic and the conditions students, educators, leaders, and scholars are living through call for a particular kind of pause. In this editorial, we (a) unpack this pause and the relationship to the production of academic scholarship, (b) direct scholars to the complexity of conditions unfolding during 2020–2021 academic years, and (c) encourage action-reflection as an integral part of the research process.

中文翻译：

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COVID-19 时代迫切需要暂停

由新型冠状病毒的传播引起的史无前例的健康危机给美国和全球的教育带来了无数的并发症和挑战。随着学校的关闭，父母和监护人以及通常年长的兄弟姐妹不得不监督年幼的学龄儿童的学习。可能被称为“紧急教学”或“危机学校教育”的一个结果是人们认识到这种监督实际上是多么困难，并呼吁对课堂教师给予更多尊重和认可。最常见的是，这种对认可和尊重的呼吁实际上是以建议提高工资的形式出现的。虽然这种支持表达值得称赞，这再次表明，公众对教师需要的大量专业知识和技能以及他们作为有效课堂教育者的工作范围缺乏深入了解。虽然我们已经了解了很多教师必须具备的专业知识和技能才能发挥作用（例如，菲尔普斯，2009 年；舒尔曼，1986 年），但鉴于在这个 COVID-19“时代”中教学和学习的发展方式，还有很多我们需要更好地了解这些过程（Richmond 等，2020）。在我们撰写这篇社论时，有两个这样的例子包括 (a) 在线、面对面或混合教学和学习的知识，以及 (b) 学生的认知、社交和情感转变（以及对于一些人来说，严重的创伤）到新的学习平台和不同的学习动态。关于为学生和教师提供哪些特定类型的支持以最大限度地提高有效学习，还有很多需要了解的地方。尽管有这些需求，大流行的新奇性以及学生、教育者、领导者和学者所生活的条件都需要一种特殊的停顿。在这篇社论中，我们 (a) 解开这一停顿以及与学术奖学金产生的关系，(b) 引导学者了解 2020-2021 学年期间发生的复杂情况，以及 (c) 鼓励将行动反思作为一个整体研究过程的一部分。学者们正在接受一种特殊的停顿。在这篇社论中，我们 (a) 解开这一停顿以及与学术奖学金产生的关系，(b) 引导学者了解 2020-2021 学年期间发生的复杂情况，以及 (c) 鼓励将行动反思作为一个整体研究过程的一部分。学者们正在接受一种特殊的停顿。在这篇社论中，我们 (a) 解开这一停顿以及与学术奖学金产生的关系，(b) 引导学者了解 2020-2021 学年期间发生的复杂情况，以及 (c) 鼓励将行动反思作为一个整体研究过程的一部分。