View in EDS HTML Full Text PDF Full Text

"Losing My Craft": Teachers' Relational Work with Students during a Pandemic.

Saved in:
Bibliographic Details
Title: "Losing My Craft": Teachers' Relational Work with Students during a Pandemic.
Authors: Murphy, Jeremy T.1 (AUTHOR)
Source: American Journal of Education. May2024, Vol. 130 Issue 3, p395-426. 32p.
Subject Terms: *Teacher-student relationships, *Teachers, *Curriculum change, *Distance education, *School administrators, Social distance
Abstract: Purpose: This article explores how pandemic-induced instructional changes and remote learning, in particular, affected teachers' relational work with students. Research Methods/Approach: It draws on semistructured interviews with 33 teachers and three instructional coaches across three secondary schools in one urban district. Interviews were conducted remotely over two school years (2020–21, 2021–22). Findings: Teachers' changing instructional conditions dramatically limited their relational work with students and tended to negatively affect their sense of success and overall satisfaction. Teachers found various ways to cope, but most experienced loss and diminished commitment as teaching grew unfamiliar and teacher-student interactions grew complicated. As participants became estranged from students, they also became estranged from teaching more generally. Many increasingly questioned their careers, and some left their positions. Implications: These findings offer a needed, detailed view of teachers' everyday work during the pandemic. They raise implications for districts continuing to reorient teaching and learning after COVID-19 and urge policy makers and school leaders to respond to teachers' and students' relational losses after a period of disrupted schooling. They showcase teacher-student relations' contextualized nature, an underexamined area. Finally, they advance conceptual understanding of teacher-student relationships, introducing the concept of "estrangement" to explain the consequences of instructional contexts that create social distance between teachers and students. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 178020311
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: "Losing My Craft": Teachers' Relational Work with Students during a Pandemic.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Murphy%2C+Jeremy+T%2E%22">Murphy, Jeremy T.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Education%22">American Journal of Education</searchLink>. May2024, Vol. 130 Issue 3, p395-426. 32p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Social+distance%22">Social distance</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This article explores how pandemic-induced instructional changes and remote learning, in particular, affected teachers' relational work with students. Research Methods/Approach: It draws on semistructured interviews with 33 teachers and three instructional coaches across three secondary schools in one urban district. Interviews were conducted remotely over two school years (2020–21, 2021–22). Findings: Teachers' changing instructional conditions dramatically limited their relational work with students and tended to negatively affect their sense of success and overall satisfaction. Teachers found various ways to cope, but most experienced loss and diminished commitment as teaching grew unfamiliar and teacher-student interactions grew complicated. As participants became estranged from students, they also became estranged from teaching more generally. Many increasingly questioned their careers, and some left their positions. Implications: These findings offer a needed, detailed view of teachers' everyday work during the pandemic. They raise implications for districts continuing to reorient teaching and learning after COVID-19 and urge policy makers and school leaders to respond to teachers' and students' relational losses after a period of disrupted schooling. They showcase teacher-student relations' contextualized nature, an underexamined area. Finally, they advance conceptual understanding of teacher-student relationships, introducing the concept of "estrangement" to explain the consequences of instructional contexts that create social distance between teachers and students. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178020311
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1086/729557
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 32
        StartPage: 395
    Subjects:
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Curriculum change
        Type: general
      – SubjectFull: Distance education
        Type: general
      – SubjectFull: School administrators
        Type: general
      – SubjectFull: Social distance
        Type: general
    Titles:
      – TitleFull: "Losing My Craft": Teachers' Relational Work with Students during a Pandemic.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Murphy, Jeremy T.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: May2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 01956744
          Numbering:
            – Type: volume
              Value: 130
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: American Journal of Education
              Type: main
ResultId 1