Purpose: This article revisits three classic findings from Dan Lortie's 1975 book Schoolteacher, in the context of the coronavirus pandemic and its possible aftermaths. These findings are that teachers and others base their ideas about teaching on the long apprenticeship of observation as students; they derive their satisfaction from the psychic rewards of teaching – the emotional satisfaction and feedback that teachers got from students; and they work in conservative cultures of individualism. Design/methodology/approach: The article appraises Lortie's foundational text in relation to contemporary public domain surveys and op-ed articles about the impact of the pandemic on teaching and learning. Findings: COVID-19 created conditions that undermined traditional psychic rewards, weakened the tenuous student–teacher relationship as more students found schooling less engaging, began to give parents distorted observations of teaching online and made teacher collaboration more difficult. Research limitations/implications: Due to the current nature of the pandemic and the shortage of just-in-time original data, the research relies on rapid responses and op-ed perceptions rather than on an established body of literature and database. Practical implications: The postpandemic agenda holds out three ways to modernize Lortie's agenda in ways that advance the presence and impact of professional capital. These ways comprise new psychic rewards for students and not just teachers, a more open professionalism that is actively inclusive of parents and collaborative professionalism that has greater strength and depth. Social implications: Educational reform in the postpandemic age must be transformational and not seek to return to normal. Originality/value: The paper gives new meaning to Lortie's original ideas on COVID-19 circumstances.

中文翻译：

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大流行后的专业资本：重新审视和修订对教师工作的经典理解

目的：本文回顾了丹·洛蒂（Dan Lortie）于1975年出版的《学校老师》一书中的三个经典发现，这些研究都是在冠状病毒大流行及其可能后果的背景下进行的。这些发现是，教师和其他人的教学思想是基于学生长期观察的学徒制。他们从教学的心理奖励中获得满足感-教师从学生那里获得的情感满足感和反馈；他们在保守的个人主义文化中工作。设计/方法论/方法：本文评估了Lortie与当代公共领域调查有关的基础文章，以及有关流行病对教与学的影响的专栏文章。调查结果：COVID-19创造了破坏传统心理奖励的条件，随着越来越多的学生发现学校的参与度降低，削弱了脆弱的师生关系，开始让家长歪曲在线教学的观察结果，并使教师合作更加困难。研究的局限性/意义：由于大流行的当前性质和及时的原始数据不足，研究依赖于快速的反应和选择的感知，而不是依赖于已建立的文献和数据库。实际意义：大流行后议程提出了三种方法来使洛蒂的议程现代化，以提高专业资本的存在和影响。这些方式包括为学生（不仅是教师）提供新的心理奖励，更加开放的专业精神（积极地包括父母）和协作专业精神（具有更大的实力和深度）。社会影响：大流行后时代的教育改革必须是变革性的，不能寻求恢复正常。原创性/价值：本文为洛蒂关于COVID-19情况的原始思想赋予了新的含义。