ABSTRACT

As countries moved to halt the spread of the COVID 19 pandemic in 2020 access to physical sites of learning was restricted, so teachers across diverse educational contexts were required to rapidly embrace different modes and combinations of delivery. With a desire to profile the voices of teacher experience, a number of educational researchers initiated a research project to examine the experiences of teachers during COVID-19 times. The stories of performing arts teachers revealed some shared areas of similar concern with other teachers namely a rapid increase in using different technologies and online tools and an extensive increase in workload. Teachers expressed concern for those students who became ‘invisible’, and for the ‘invisible’ aspects of the classroom and learning that were difficult to replicate online. The research highlighted the importance of the ‘human dimensions’ of learning in these art forms and the important role played by professional networks.

摘要

随着各国在 2020 年阻止 COVID 19 大流行的蔓延，进入物理学习场所的机会受到限制，因此要求不同教育背景的教师迅速接受不同的授课模式和组合。为了描述教师经历的声音，许多教育研究人员发起了一项研究项目，以检查 COVID-19 时期教师的经历。表演艺术教师的故事揭示了一些与其他教师相似的共同关注领域，即使用不同技术和在线工具的迅速增加以及工作量的大量增加。教师对那些变得“隐形”的学生以及课堂和学习中难以在线复制的“隐形”方面表示担忧。