Teaching during COVID-19: reflections of early-career science teachers.
Distributed leadership
Early-career teachers
Emergency remote teaching
Teach for America
Teaching during COVID-19
Technology leader practices
Journal
Disciplinary and interdisciplinary science education research
ISSN: 2662-2300
Titre abrégé: Discip Interdscip Sci Educ Res
Pays: China
ID NLM: 9918610584006676
Informations de publication
Date de publication:
2022
2022
Historique:
received:
19
10
2021
accepted:
03
04
2022
medline:
1
1
2022
pubmed:
1
1
2022
entrez:
31
7
2023
Statut:
ppublish
Résumé
The unique circumstances of the COVID-19 pandemic required that instruction be shifted online through asynchronous, synchronous, or hybrid models of instruction. This created a need for many K-12 teachers to dramatically rethink how teaching and learning occurred in their classrooms. In this study, we investigate the experiences of early-career science teachers who were in their first year of teaching when the pandemic struck. Using a comparative case study and an analytical framework focused on technology-related leader practices, we explore the unique opportunities for technology-based leadership that emerged for early-career teachers during the pandemic. We posit that the circumstances of the COVID-19 pandemic presented novel opportunities for early-career teachers to assume leadership roles that were embedded within the classroom teaching experience, which created unique opportunities for innovation and leadership in teaching.
Identifiants
pubmed: 37520627
doi: 10.1186/s43031-022-00057-y
pii: 57
pmc: PMC9011381
doi:
Types de publication
Journal Article
Langues
eng
Pagination
15Informations de copyright
© The Author(s) 2022.
Déclaration de conflit d'intérêts
Competing interestsThe authors declare that they have no competing interests.
Références
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