他们正在改变的时代：新冠肺炎之后的教学

IF 2.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Change Pub Date : 2022-01-01 Epub Date: 2022-10-31 DOI:10.1007/s10833-022-09469-z

David T Marshall, Tim Pressley, Savanna M Love

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引用次数: 4

摘要

2019冠状病毒病大流行迫使教师做出许多改变，以支持学生的学习。在本文中，我们介绍了目前的研究重点是大流行带来的变化对教师的影响。具体来说，我们讨论了教师在疫情第一线工作后的现状，以及学校领导和政策制定者应该考虑的变化。这些变化包括针对特定学生群体的虚拟教学选择、为教师实施变革提供专业发展和支持，以及认识到教师的工作量。我们相信这些变化对支持学生学习至关重要，但也限制了教师的流失。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The times they are a-changin':Teaching and learning beyond COVID-19.

The COVID-19 pandemic has forced teachers to incorporate many changes to support student learning. In this paper, we present current research focusing on the impact of the changes brought by the pandemic on teachers. Specifically, we discuss the current state of teachers after working the frontline of the pandemic and changes that school leaders and policymakers should consider moving forward. These changes include virtual instruction options for specific groups of students, professional development and support for teachers implementing changes, and being cognizant of the workloads put on teachers. We believe these changes are critical to support student learning, but to also limit teacher attrition.

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来源期刊

Journal of Educational Change EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.80

自引率

7.10%

发文量

期刊介绍： The Journal of Educational Change is an international, professionally refereed, state-of-the-art scholarly journal, reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation, reform and restructuring, school improvement and effectiveness, culture-building, inspection, school-review, and change management. It examines why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, students, parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines, including history, psychology, political science, sociology, anthropology, philosophy and administrative and organizational theory, and from a broad spectrum of methodologies including quantitative and qualitative approaches, documentary study, action research and conceptual development. School leaders, system administrators, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.