Pandemic Teaching: An Examination of Teacher Identity during COVID-19
Loading...
Authors
Pinard, Gilberte
Date
2022-05-06
Type
Dissertation
Language
en_US
Keywords
Pandemic teaching, COVID-19, teacher identity, metaphors
Alternative Title
Abstract
Description
AN ABSTRACT OF THE DISSERTATION OF
Gilberte Seymour Pinard for the degree of Doctor of Education in Learning, Leadership
and Community Presented on March 28, 2022
Title: Pandemic Teaching: An Examination of Teacher Identity during COVID-19
Abstract approved:
Kathleen Norris, Ed.D., Dissertation Committee Chair
This qualitative research
describes
the consequences of the sudden shift to pandemic
instruction on teacher identity during the first 15 months of the COVID-19 pandemic.
This study used a phenomenological approach to capture teachers’ experiences during the
pandemic. The researcher conducted semi-structured interviews with eight middle school
teachers in
New Hampshire. Data
were analyzed using
reflexive thematic analysis.
Participants in this study expressed feelings of inadequacy and uncertainty due to their
lack of preparation and the frequently changing guidelines and parameters associated
with COVID-19. The researcher found that teaching during the pandemic did result in a
change in teacher identity. Furthermore, 75% of participants indicated that their teacher
identity had
shifted to a
more nurturing one,
focused on
community
building.
These
findings indicate a need for future continuity of operations plans to include professional
development
in the areas of instructional technology and
social-emotional learning as
well as structured time for teacher collaboration.