From “Survival Mode” to “#winning”: Michigan Pre-K Teachers’ Experiences During the First Year of COVID-19

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Bethany Wilinski, Alyssa Morley, Jamie Heng-Chieh Wu
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引用次数: 0

Abstract

Increased stress among teachers during the pandemic has driven global concern about burnout, and initial evidence suggests teacher turnover and attrition increased during the pandemic. Burnout and attrition are of particular concern in early childhood education, where teacher turnover was already high pre-pandemic and is negatively associated with program quality and child outcomes. We interviewed 25 public pre-kindergarten teachers in Michigan, United States to understand their experience teaching during the first year of COVID-19. By asking them to choose the meme that best described their experience at two time points—April 2020 and April 2021—we gained insight into how their confidence in their ability to navigate challenges associated with teaching during the pandemic fluctuated over time. We draw on the concept of self-efficacy to make sense of the change from “survival mode” to “#winning” during a time of great uncertainty when teachers were being asked to adapt to entirely new—and shifting—modes of teaching. This study contributes to our understanding of how teachers experienced the first year of the pandemic, adds nuance to existing narratives about teaching during the pandemic (which tend to focus on exhaustion and burnout), and highlights teachers’ ability to successfully navigate unprecedented professional challenges.

从 "生存模式 "到 "#winning":密歇根州学前班教师在 COVID-19 第一年的经历
大流行期间教师压力的增加引发了全球对职业倦怠的关注,初步证据表明,大流行期间教师的流失率和流失率有所增加。在幼儿教育中,倦怠和人员流失尤其令人担忧,因为在大流行前,幼儿教育的教师流动率已经很高,并且与方案质量和儿童成果呈负相关。我们采访了美国密歇根州的25名公立幼儿园教师,了解他们在新冠肺炎第一年的教学经验。通过要求他们选择最能描述他们在两个时间点(2020年4月和2021年4月)经历的模因,我们深入了解了他们对应对大流行期间与教学相关挑战的能力的信心如何随着时间的推移而波动。我们利用自我效能感的概念来理解在一个充满不确定性的时期,教师被要求适应全新的、不断变化的教学模式,从“生存模式”到“赢”的转变。这项研究有助于我们了解教师在大流行第一年的经历,为大流行期间教学的现有叙述(往往侧重于疲惫和倦怠)增添了细微差别,并强调了教师成功应对前所未有的专业挑战的能力。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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