What the COVID-19 pandemic has taught us about teachers and teaching

Hargreaves, Andy

doi:10.1139/facets-2021-0084

Cited by 57 publications

(71 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The pandemic highlighted the potential of well-designed online-based programs to be considered a valid means of bringing more to the education of young children. This means that overemphasis on learning loss due to Covid-19 might lead educators to limited ways of thinking about children's education during the pandemic rather than considering all the possible gains (Hargreaves, 2021;Zhao, 2021). The lesson learned from the online shift during Covid-19 is that even after the crisis and when normal classes resume, all the possibilities of online-oriented learning experiences and activities should still be used to enhance the education of young children to the greatest extent possible (Chen & Krieger, 2022).…”

Section: Discussionmentioning

confidence: 99%

Saudi Teachers’ Attitudes towards using Online Learning for Young Children during the Covid-19 Pandemic

Alghamdi

2022

IJLTER

View full text Add to dashboard Cite

The outbreak of Covid-19 and consequent school closures created a considerable challenge for educational systems around the world. Many countries have shifted to online learning and other digital alternatives to ensure continuity in education. Within this global and historical context of the Covid 19 pandemic, the present study aimed to explore teachers’ attitudes towards the use of online learning for young children in Saudi Arabia. A total of 346 early childhood teachers were surveyed during school closures and the concomitant shift to online learning and teaching. The teachers who participated were recruited from public and private kindergartens and early childhood centers. The respondents completed a survey consisting of two scales developed for the purposes of this study. The first scale explored teachers’ general attitudes towards using online learning strategies with young children (10 items). The second scale explored teachers’ attitudes towards using online learning with young children based on their professional experience during the Covid-19 pandemic (10 items). The findings indicated that the majority of the respondents held positive attitudes about the use of online learning as an alternative to regular schooling. However, some beliefs varied among respondents, for example, whether online learning is developmentally and educationally appropriate for young children, and whether it creates or lacks a learning atmosphere. In addition, chi-square test results for both scales indicated statistically significant associations between teacher attitudes towards using online learning and years of teaching experience. However, no statistically significant associations were found for both scales between teacher attitudes and geographic area (urban/rural) or school type (public/private). Implications for teaching during and beyond the pandemic are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Saudi Teachers’ Attitudes towards using Online Learning for Young Children during the Covid-19 Pandemic

Alghamdi

2022

IJLTER

View full text Add to dashboard Cite

show abstract

“…The COVID-19 crisis must have markedly impacted teachers and teaching. Hargreaves (2021) claims that research has not focused sufficiently on teachers' experiences during this difficult time, 'While a lot of the post pandemic debate has focused on adding learning time, increasing technology use, and retaining or reintroducing testing as ways to compensate for learning loss, far less attention has been paid to the short-term and long-term impact of the pandemic on teachers and teaching' (p. 1836).…”

Section: Covid-19 Impact On Teachersmentioning

confidence: 99%

Teacher challenges in Faroese Compulsory Schools during the COVID-19 Pandemic and Support from School Leaders

Vijayavarathan-R

2022

Frit

View full text Add to dashboard Cite

This mixed method pilot study aimed to elicit the impact of COVID-19 on Faroese compulsory school teachers as professionals and people in 2020-21. The objectives were to understand teacher and teaching challenges during the pandemic, positive and negative experiences, teacher evaluation of the efficiency and effectiveness of the crisis leadership of their school leaders, identify concerns with ‘learning loss’ and explore any evidence of organisational learning for schools. The findings reveal that teacher challenges included lack of digital competence, coping with the change in the teaching-learning environment, the difficulty in adapting to Information Communication Technology (ICT), reduced teacher self-efficacy and emotional stress. It revealed the tremendous concern teachers have for their students’ learning outcomes and well-being. Teacher evaluation of their leaders is fairly positive. It is not very clear if organisational learning has resulted from the COVID-19 crisis and been anchored to provide a basis for tackling future crises. This may be significant in providing school staff resilience to cope with any future change in the external environment and the resultant consequences for leadership, teachers and students.

show abstract

“…Because children and youth are facing so many unprecedented and prolonged stressors, it is now more important than ever for them to feel that they matter and for them to have positive relationships with their teachers and their peers (Rucinski et al 2018;Hargreaves 2021;National Academies of Sciences, Engineering, and Medicine [NASEM] 2021). This has always been true, but it is particularly important right now and when children and youth return to prepandemic learning environments feeling stressed about school because of the pandemic (Challenge Success 2021).…”

Section: The First R Of Education-relationshipsmentioning

confidence: 99%

“…Across Canada, teachers reported feeling that they did not matter to governments, which is illustrated by the fact that they were not a priority group for the first vaccination phase despite calls for their recognition as essential workers (CBC News 2021). If we are to prioritize the centrality of relationships within the learning process, it will be important to also attend to the needs of the adults who work in schools with children and youth and serve as role models, mentors, and caregivers (Hargreaves 2021;NASEM 2021;Westheimer and Schira Hagerman 2021; see Fig. 2 as one example).…”

Section: The First R Of Education-relationshipsmentioning

confidence: 99%

COVID-19 school closures and social isolation in children and youth: prioritizing relationships in education

Vaillancourt

McDougall

Comeau

et al. 2021

FACETS

View full text Add to dashboard Cite

We pursue an evidence-informed argument that interpersonal relationships in childhood and adolescence are central to achieving learning outcomes and that school closures across various parts of Canada during the COVID-19 pandemic have compromised these critical relationships, jeopardizing educational attainment. We highlight how the centrality of relationships with peers and educators in achieving learning goals is well established in the literature. So too is the importance of peers in creating stable mental health and wellness for children and youth. The pandemic context has drastically interfered with ongoing wellness, exacerbating feelings of loneliness and social isolation, which takes a toll on what children and youth can achieve in the virtual classroom. In the interest of reducing harm, we call on provincial/territorial governments to move quickly to ensure schools are open in the fall and to think carefully and consult effectively before any further closure decisions are made. We understand that safety is paramount and as such offer a framework for planning a safe return where necessary. Now more than ever there is a need to prioritize social–emotional learning opportunities to protect young people from the lasting effects of social isolation and threats to the fundamental need to belong that have been induced or exacerbated by the pandemic.

show abstract

What the COVID-19 pandemic has taught us about teachers and teaching

Cited by 57 publications

References 20 publications

Saudi Teachers’ Attitudes towards using Online Learning for Young Children during the Covid-19 Pandemic

Saudi Teachers’ Attitudes towards using Online Learning for Young Children during the Covid-19 Pandemic

Teacher challenges in Faroese Compulsory Schools during the COVID-19 Pandemic and Support from School Leaders

COVID-19 school closures and social isolation in children and youth: prioritizing relationships in education

Contact Info

Product

Resources

About