Location
PARB 127 (First Floor)
Proposal Track
Research Project
Session Format
Presentation
Abstract
This qualitative study represents the final report of a three-year longitudinal investigation of teacher experiences since the beginning of the COVID-19 pandemic in the spring semester of 2020. Teachers from a diverse set of school contexts discussed their experiences returning to fully in-person instruction of students in individual interviews and a focus group. The transcripts of those conversations were analyzed using a hybrid qualitative approach to uncover emergent themes and compare experiences across three school years across a priori themes including teacher well-being, student concerns, and instructional technology use. Emergent themes included student impacts (e.g., poor habits developed by students) and structural changes (e.g., staffing and increased interventions). Implications are discussed regarding the continued impact of COVID-19.
Keywords
COVID-19, qualitative research, longitudinal research, teacher experiences
Professional Bio
Jeffrey Keese, PhD, is an assistant professor of teacher leadership in the Department of Teacher Education at Mercer University. A former K-12 classroom educator, he is keenly interested in how teachers can affect change in their schools through exercising leadership as well as how preservice teacher training and in-service teacher supports and how those two structures interact and impact teacher effectiveness and retention.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Keese, Jeffrey and McIntush, Karen, "Seeking the Way Back to Normal: A Longitudinal Qualitative Investigation of Teacher Experiences through COVID-19" (2022). Georgia Educational Research Association Conference. 19.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/19
Seeking the Way Back to Normal: A Longitudinal Qualitative Investigation of Teacher Experiences through COVID-19
PARB 127 (First Floor)
This qualitative study represents the final report of a three-year longitudinal investigation of teacher experiences since the beginning of the COVID-19 pandemic in the spring semester of 2020. Teachers from a diverse set of school contexts discussed their experiences returning to fully in-person instruction of students in individual interviews and a focus group. The transcripts of those conversations were analyzed using a hybrid qualitative approach to uncover emergent themes and compare experiences across three school years across a priori themes including teacher well-being, student concerns, and instructional technology use. Emergent themes included student impacts (e.g., poor habits developed by students) and structural changes (e.g., staffing and increased interventions). Implications are discussed regarding the continued impact of COVID-19.
