Name: Teachers’ changing concerns during COVID-19, and the importance of time in education research
Creator: Jose Eos Trinidad
Keywords: Curriculum and Instruction, bepress|Education|Curriculum and Instruction, Curriculum and Social Inquiry, 4. Education, bepress|Education|Teacher Education and Professional Development, Social and Philosophical Foundations of Education, bepress|Education|Curriculum and Social Inquiry, SocArXiv|Education|Social and Philosophical Foundations of Education, Education, 3. Good health

descriptionPublicationkeyboard_double_arrow_right Article , Preprint 27 Jan 2022Publisher:Center for Open Science

Authors: Jose Eos Trinidad;

doi: 10.31235/osf.io/t3n79

Teachers’ changing concerns during COVID-19, and the importance of time in education research

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Abstract

How have teachers’ concerns changed during the course of COVID-19? Using three survey waves of a national sample of US teachers (Spring2020 - Winter2021), we found increased concerns regarding teacher burnout, student disengagement, and learning loss as well as decreased concerns regarding home responsibilities and job security. We suggest opportunities for investigating predictors, consequences, and viable solutions to these concerns, as well as propose that education studies during COVID-19 be divided into four periods according to the main societal and educational concerns in a given period. More broadly, we highlight theoretical and practical implications of this temporal attention in education.

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