ABSTRACT

This study, emerging from a larger, longitudinal research project, reports about a cohort (n = 13) of beginning teachers’ professional agency and resilience during the COVID-19 pandemic. From the social-ecological perspective, the participants perceived their professional agency as both temporal and relational phenomena by interacting within their current circumstances. The participants’ professional agency focused on facilitating students’ online learning. Meanwhile, the participants strove to achieve four types of resilience, i.e. personal, professional, institutional and community. These types of resilience supported their capacity to remain committed to learning to teach during the pandemic. Implications for facilitating teachers’ professional agency and resilience are discussed.

摘要

这项研究来自一个更大的纵向研究项目，报告了一组 (n = 13) 在 COVID-19 大流行期间初级教师的专业能动性和适应力。从社会生态的角度来看，参与者通过在他们当前的环境中互动，将他们的职业能动性视为时间和关系现象。参与者的专业机构专注于促进学生的在线学习。同时，参与者努力实现四种类型的韧性，即个人的、专业的、机构的和社区的。这些类型的韧性支持了他们在大流行期间继续致力于学习教学的能力。讨论了促进教师专业能动性和适应力的影响。