The Impact of COVID-19 on Teacher Practice: Before, During and Now
The Impact of COVID-19 on Teacher Practice: Before, During and Now
Project Summary
The COVID-19 pandemic has significantly impacted all schools in the United States and the world, but in particular, urban schools. The nature of this crisis has continued to bring challenges to urban Catholic schools. Using a mixed-methods approach, quantitative (survey) and qualitative (open-ended, narratives) data, are being used to identify and understand how 31 educators made and continue to make sense of the impact of COVID-19 on their instructional practice, self-efficacy, student learning and mental health, school mission, and their perceptions of educational inequity in the urban contexts where they teach. A key aim of this research is to provide some examples of the current considerations and practices that have emerged from urban Catholic schools in response to the pandemic.
Measurement & Metrics
Using a case study and narrative analysis approach, we gathered data through journal entries, focus groups, and a teaching self-efficacy Scale (Tschannen-Moran & Wookfolk Hoy, 2000).
Key Findings
- Teachers provided some concrete recommendations for school-level crisis preparation planning, implementing online learning platforms, matching needs and resources, communicating with parents, and using social media during this pandemic
- The pandemic has continued to impact teachers and their students; however, study participants remained committed to their teaching as they viewed it as a vocation.
- Teachers are addressing their students' learning losses as well as their behavioral and emotional well-being.
Documents
Research Team
Charles Cownie
Myra Rosen-Reynoso
Audrey Friedman
Kierstin Giunco
Cristina Hunter
Project Timeline
The project began in February 2020 and is still active.