Teachers in new situations during the COVID-19 period: impact on professional collaboration and quality of teaching
In late February of 2020 the first COVID-19 cases were confirmed in Iceland. The Icelandic government declared a four-week assembly ban, which included various restrictions that forced teachers to change their teaching methods and organisation. The aim of this study was to gain insight into the expe...
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University of Aberdeen, School of Education
2021
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ftdoajarticles:oai:doaj.org/article:aaf1636e49fa4634b92c2923402ae74a 2023-05-15T16:48:33+02:00 Teachers in new situations during the COVID-19 period: impact on professional collaboration and quality of teaching Hermína Gunnþórsdóttir Berglind Gísladóttir Ylfa Guðný Sigurðardóttir 2021-12-01T00:00:00Z https://doi.org/10.26203/4p4k-2f22 https://doaj.org/article/aaf1636e49fa4634b92c2923402ae74a EN GD eng gla University of Aberdeen, School of Education https://www.abdn.ac.uk/eitn/journal/661/ https://doaj.org/toc/0424-5512 https://doaj.org/toc/2398-0184 https://doi.org/10.26203/4p4k-2f22 0424-5512 2398-0184 https://doaj.org/article/aaf1636e49fa4634b92c2923402ae74a Education in the North, Vol 28, Iss 3, Pp 25-43 (2021) covid-19 quality of teaching teachers professionalism teaching in crisis students well-being Education L article 2021 ftdoajarticles https://doi.org/10.26203/4p4k-2f22 2022-12-31T12:38:32Z In late February of 2020 the first COVID-19 cases were confirmed in Iceland. The Icelandic government declared a four-week assembly ban, which included various restrictions that forced teachers to change their teaching methods and organisation. The aim of this study was to gain insight into the experience of teachers during this time and how it affected teachers' professional collaboration and teaching quality. COVID-19 restrictions in schools forced school leaders and teachers to react quickly and organise and implement students’ education according to constantly changing rules as the pandemic evolved. Teachers in each school were suddenly given new positions as entrepreneurs but at the same time were expected to maintain educational standards. These changed circumstances imposed new challenges within the schools, for example which competence criteria should be highlighted above others, which teaching methods should be used, what teaching platform to use and how to assess students’ work. Semi-structured interviews were conducted with thirteen teachers from three compulsory schools in Iceland in April 2020 at the peak of the first wave of the pandemic. Focus was placed on changes that affected teachers' professional collaboration, teaching quality and students’ learning. Findings indicate that teachers focused on “core subjects” and ignored other subjects, academic requirements were lowered, and teachers had to teach subjects that were not part of their specialization. The findings also show that some teachers experienced powerlessness and fear. Article in Journal/Newspaper Iceland Directory of Open Access Journals: DOAJ Articles |
institution |
Open Polar |
collection |
Directory of Open Access Journals: DOAJ Articles |
op_collection_id |
ftdoajarticles |
language |
English Gaelic |
topic |
covid-19 quality of teaching teachers professionalism teaching in crisis students well-being Education L |
spellingShingle |
covid-19 quality of teaching teachers professionalism teaching in crisis students well-being Education L Hermína Gunnþórsdóttir Berglind Gísladóttir Ylfa Guðný Sigurðardóttir Teachers in new situations during the COVID-19 period: impact on professional collaboration and quality of teaching |
topic_facet |
covid-19 quality of teaching teachers professionalism teaching in crisis students well-being Education L |
description |
In late February of 2020 the first COVID-19 cases were confirmed in Iceland. The Icelandic government declared a four-week assembly ban, which included various restrictions that forced teachers to change their teaching methods and organisation. The aim of this study was to gain insight into the experience of teachers during this time and how it affected teachers' professional collaboration and teaching quality. COVID-19 restrictions in schools forced school leaders and teachers to react quickly and organise and implement students’ education according to constantly changing rules as the pandemic evolved. Teachers in each school were suddenly given new positions as entrepreneurs but at the same time were expected to maintain educational standards. These changed circumstances imposed new challenges within the schools, for example which competence criteria should be highlighted above others, which teaching methods should be used, what teaching platform to use and how to assess students’ work. Semi-structured interviews were conducted with thirteen teachers from three compulsory schools in Iceland in April 2020 at the peak of the first wave of the pandemic. Focus was placed on changes that affected teachers' professional collaboration, teaching quality and students’ learning. Findings indicate that teachers focused on “core subjects” and ignored other subjects, academic requirements were lowered, and teachers had to teach subjects that were not part of their specialization. The findings also show that some teachers experienced powerlessness and fear. |
format |
Article in Journal/Newspaper |
author |
Hermína Gunnþórsdóttir Berglind Gísladóttir Ylfa Guðný Sigurðardóttir |
author_facet |
Hermína Gunnþórsdóttir Berglind Gísladóttir Ylfa Guðný Sigurðardóttir |
author_sort |
Hermína Gunnþórsdóttir |
title |
Teachers in new situations during the COVID-19 period: impact on professional collaboration and quality of teaching |
title_short |
Teachers in new situations during the COVID-19 period: impact on professional collaboration and quality of teaching |
title_full |
Teachers in new situations during the COVID-19 period: impact on professional collaboration and quality of teaching |
title_fullStr |
Teachers in new situations during the COVID-19 period: impact on professional collaboration and quality of teaching |
title_full_unstemmed |
Teachers in new situations during the COVID-19 period: impact on professional collaboration and quality of teaching |
title_sort |
teachers in new situations during the covid-19 period: impact on professional collaboration and quality of teaching |
publisher |
University of Aberdeen, School of Education |
publishDate |
2021 |
url |
https://doi.org/10.26203/4p4k-2f22 https://doaj.org/article/aaf1636e49fa4634b92c2923402ae74a |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Education in the North, Vol 28, Iss 3, Pp 25-43 (2021) |
op_relation |
https://www.abdn.ac.uk/eitn/journal/661/ https://doaj.org/toc/0424-5512 https://doaj.org/toc/2398-0184 https://doi.org/10.26203/4p4k-2f22 0424-5512 2398-0184 https://doaj.org/article/aaf1636e49fa4634b92c2923402ae74a |
op_doi |
https://doi.org/10.26203/4p4k-2f22 |
_version_ |
1766038641794088960 |