We report on the lived experiences of faculty members during the early months of the COVID-19 pandemic, exploring the broader experiences of faculty members as individuals living multifaceted lives whose homes became their offices, their students scattered geographically and their home lives upended. Using a phenomenological approach for data collection and analysis, we conducted 20 in-depth interviews with faculty holding varied academic appointments at universities across Canada. Experiences during the early months of the pandemic were described as being overwhelming and exhausting, and participants described as being stuck in a cycle of never-ending repetitiveness, sadness and loss, or managing life, teaching and other professional responsibilities with little sense of direction. In keeping with phenomenological methods, this research paints a visceral picture of faculty experiences, seeking to contextualize teaching and learning during this time. Its unique contribution lies in portraying emergency remote teaching as an overlapping and tumultuous world of personal, professional and day-to-day responsibilities.

中文翻译：

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永无止境的重复、悲伤、失落和“蒙着眼睛玩杂耍”：加拿大大学教职员工在 COVID-19 大流行期间的亲身经历

我们报告了教职员工在 COVID-19 大流行初期的生活经历，探索教职员工作为个人过着多方面生活的更广泛的经历，他们的家变成了他们的办公室，他们的学生在地理上分散，他们的家庭生活被颠覆了。我们使用现象学方法进行数据收集和分析，对在加拿大各大学担任不同学术职务的教师进行了 20 次深入访谈。大流行最初几个月的经历被描述为压倒性和疲惫，参与者被描述为陷入永无止境的重复、悲伤和失落的循环，或者在管理生活、教学和其他职业责任时几乎没有方向感。根据现象学方法，这项研究描绘了教师经历的内在画面，力求在此期间将教学和学习置于情境中。它的独特贡献在于将紧急远程教学描绘成一个重叠且混乱的个人、专业和日常责任世界。