Abstract
This qualitative study explored K-12 teacher experiences with school responses to the pandemic that prompted instructors to reconsider the call to teach. Two theories provided a lens through which to view the problem. The Theory of Purpose was applied to analyzing instructors’ original decision to teach. Fortigenesis Theory undergirded the exploration of teacher responses to physical and emotional challenges. Three themes emerged as a result of data analysis: Discontent and Disdain for Post-Pandemic Teaching Practices, Emotional Distance Created by Physical Distance, and Administrative Priorities and Teacher Wellbeing.
Recommended Citation
Parker, D. (2022). Reconsidering the Call to Teach: K-12 Teacher Responses to Schools’ Addressing a Global Health Disruption. The Journal of Advancing Education Practice, 3(1). https://openriver.winona.edu/jaep/vol3/iss1/1
Included in
Adult and Continuing Education Commons, Curriculum and Instruction Commons, Educational Leadership Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons
