ABSTRACT

Background

Many countries around the world imposed nationwide school closures to manage the spread of COVID-19. England closed its schools for most pupils in March 2020 and prepared to reopen schools to certain year groups in June 2020. Understanding teachers’ lived experiences at this time of educational disruption is important, shedding light on challenges faced and support needed by schools and teachers in the event of further disruption.

Purpose

The research reported here represents the second timepoint in a longitudinal study investigating what it was like being a teacher in England during the pandemic. Our aim was to better understand teachers’ experiences at a time of partial reopening of schools in mid-June 2020.

Method

We used the framework of Self-Determination Theory to explore challenges to teachers’ basic psychological needs for autonomy, competence and relatedness. A total of 24 primary and secondary state school teachers from 20 schools across England were interviewed and asked to tell stories of a low point, a high point and a turning point. A reflexive thematic analysis, using a mix of inductive and deductive coding, was conducted.

Findings

Six themes were identified in the data: uncertainty, practical concerns, worry for pupils, importance of relationships, teacher identity, and reflections. Challenging their basic need for autonomy and competence, teachers were anxious about current and future uncertainties while navigating school reopenings. Challenging their basic need for relatedness, teachers described the importance of connecting with pupils and their families, and with colleagues. Lastly, teachers searched for holistic meaning, evaluating what it means to be a teacher and reflecting on how these circumstances have affected their personal and professional lives.

Conclusions

Our analysis of teachers’ experiences provides insight into how teachers’ psychological needs for autonomy, competence and relatedness have been challenged. It highlights the importance of supporting teachers to feel autonomous, competent and connected with colleagues, pupils and their families. Such support is likely to be beneficial to teachers’ wellbeing and their commitment to the profession, now and in the future.

中文翻译：

---

COVID-19 部分学校重新开放期间教师的叙述：一项探索性研究

摘要

背景

世界上许多国家/地区都在全国范围内关闭学校以控制 COVID-19 的传播。英格兰于 2020 年 3 月关闭了大多数学生的学校，并准备在 2020 年 6 月对某些年级重新开放学校。了解教师在这个教育中断时期的生活经历很重要，可以阐明学校和教师面临的挑战和需要的支持进一步中断的事件。

目的

此处报告的研究代表了一项纵向研究中的第二个时间点，该研究调查了大流行期间在英格兰当老师的感觉。我们的目标是在 2020 年 6 月中旬部分学校重新开放时更好地了解教师的经验。

方法

我们使用自决理论的框架来探索教师对自主性、能力和关联性的基本心理需求的挑战。来自英格兰20所学校的24名中小学教师接受了采访，并要求他们讲述低谷、高谷和转折点的故事。进行了使用归纳和演绎编码混合的反思性主题分析。

发现

数据中确定了六个主题：不确定性、实际问题、担心学生、人际关系的重要性、教师身份和反思。教师们面临着对自主性和能力的基本需求的挑战，他们在重新开学的过程中对当前和未来的不确定性感到焦虑。挑战他们对人际关系的基本需求，教师描述了与学生及其家人以及同事联系的重要性。最后，教师寻找整体意义，评估成为一名教师意味着什么，并反思这些情况如何影响他们的个人和职业生活。

结论

我们对教师经验的分析提供了对教师对自主性、能力和相关性的心理需求如何受到挑战的洞察。它强调了支持教师感到自主、有能力并与同事、学生及其家人保持联系的重要性。这种支持可能有益于教师的福祉以及他们现在和未来对这一职业的承诺。