Teachers’ concerns and teaching experience during the pandemic and beyond: implications for research, policy and practice
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper reports on findings arising from a wider study aimed at investigating teachers’ concerns during the pandemic and their views regarding changes in teaching in the post-COVID context. Adopting a mixed-method approach, data were gathered through a survey including both open-ended and closed-ended questions. The study involved 2,192 teachers from all sectors of education. Both the quantitative and qualitative data indicate that teachers’ most frequent concerns are related to students and their families, to their own personal issues, to poor working conditions, and to work-life balance. Furthermore, the findings suggest that the teaching experience during the second lockdown was generally more positive compared to the first lockdown. The participants advocate for changes in the post-pandemic scenario, particularly focusing on continuous professional development, enhancing institutional conditions, and securing access to adequate resources. Differences in responses to sociodemographic questions were also found relating to Remote Teaching Concerns (RTC) and Remote Teaching Experience (RTE). This study offers implications for further research, policy development, and practical applications in the field.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it