‘Feeling Overwhelmed’: Pedagogy and professionalism in a pandemic

ABSTRACT

The normal lives of schools were significantly affected by the recent global pandemic. Some countries closed all schools nationally, others such as the USA closed at a local level according to state law. Much of the focus of research in this area is on the effect on children and learning loss, but this paper uses secondary analysis of data from a project on primary/secondary school transition in England to examine the experience of teaching in a pandemic, with a particular focus on pedagogy and professionalism. It presents our findings of a significant impact on teachers’ professional lives in England; from the pedagogic difficulties of teaching online, dealing with the anxieties and fears of themselves and others, providing support in ways hitherto beyond their experience, increased and different workloads. Some embraced the positive challenge, but many found their mental health suffered.

KEYWORDS:

• Teacher professionalism
• pedagogy
• pandemic

Acknowledgement

The authors wish to acknowledge the contribution of Helen Lawson who was one of the interviewers.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The work was supported by the Wellcome/Office of the Vice Provost (Research) Covid-19 Rapid Response funding.