Providing emergency remote teaching: What are teachers’ needs and what could have helped them to deal with the impact of the COVID-19 pandemic?

When schools closed due to the COVID-19 pandemic in March 2020, teachers suddenly had to teach remotely. To better understand the possible impact of these measures on teachers' work functioning and well-being, this study examined teachers’ needs. Using a thematic analysis approach analyzing the...

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Detalles Bibliográficos
Autores principales: Klusmann, Birte, Trippenzee, Miranda, Fokkens-Bruinsma, Marjon, Sanderman, Robbert, Schroevers, Maya J.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: The Authors. Published by Elsevier Ltd. 2022
Materias:
Research Paper
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9289008/
https://www.ncbi.nlm.nih.gov/pubmed/35874644
http://dx.doi.org/10.1016/j.tate.2022.103815
Descripción
Sumario:When schools closed due to the COVID-19 pandemic in March 2020, teachers suddenly had to teach remotely. To better understand the possible impact of these measures on teachers' work functioning and well-being, this study examined teachers’ needs. Using a thematic analysis approach analyzing the 1,115 open-ended answers, three domains related to needs were identified: work-life balance and working from home, teaching and interaction with students and parents, and school management and colleagues. Findings are interpreted from existing frameworks (i.e., Jobs Demands-Resources (JD-R) model and Self-Determination Theory (SDT)). We also identified several unique needs, such as adjusting learning goals.

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