ABSTRACT

School closures and the move to remote learning during the COVID-19 pandemic transformed teaching and learning in Australian schools. Educators experienced personal and professional challenges as they rapidly responded to the needs of their school communities and managed their own emotional reactions. Eleven educators at two Victorian schools in areas of low socioeconomic status discussed in focus groups the impact of school closures and explored their perceptions of responses from leaders and colleagues who supported their wellbeing. While naming the significance of uncertainty, constant change and increased workloads, these educators acted creatively to ensure their students had access to specifically developed learning materials to suit their needs. Educators demonstrated that they could use existing reflective structures that fostered mutual support to sustain their wellbeing and create supportive environments for themselves and their wider school communities in times of crisis, as well as remain open to sometimes-surprising learning opportunities.

摘要

在 COVID-19 大流行期间学校关闭和转向远程学习改变了澳大利亚学校的教学和学习。教育工作者在快速响应学校社区的需求并管理自己的情绪反应时经历了个人和专业挑战。位于社会经济地位较低地区的两所维多利亚学校的 11 名教育工作者在焦点小组中讨论了学校停课的影响，并探讨了他们对支持他们福祉的领导和同事的回应的看法。在指出不确定性、不断变化和增加工作量的重要性的同时，这些教育工作者创造性地采取行动，确保他们的学生能够获得专门开发的学习材料来满足他们的需求。