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Double trouble: The legacy of COVID-19 for early-career teachers and their pupils in Wales

Morgan, Alexandra ORCID: https://orcid.org/0000-0002-0689-9470 and Milton, Emmajane ORCID: https://orcid.org/0000-0001-8065-9857 2024. Double trouble: The legacy of COVID-19 for early-career teachers and their pupils in Wales. Practice 10.1080/25783858.2023.2279619
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Abstract

This paper highlights the double trouble of early-career teachers, who were negatively impacted by a disrupted ITE and/or induction period, being charged with supporting pupils whose learning was also impacted by COVID-19. Data was collected from interviews (n=40) and an online survey (n=465) with initial teacher education (ITE) stakeholders (school and HEI-based) from across Wales. This illuminated how ITE students’ experiences of practice were profoundly impacted as schools responded to the constantly changing learning and teaching context. Concerns articulated portray an uncomfortable picture with extensive and multifaceted inequalities identified in terms of both pupils’ and student teachers’ experiences. This paper highlights the likely legacy of the pandemic on the ongoing development of both pupils’ and student teachers’ (now early-career professionals) and the double trouble this presents. We suggest that there is an ongoing need to further support the professional formation of these early-career teachers impacted by the pandemic in a sustained and individually tailored way. This will be particularly important in equipping them to support the complex needs of the multiple COVID-impacted cohorts they will continue to teach.

Item Type: Article
Date Type: Published Online
Status: In Press
Schools: Social Sciences (Includes Criminology and Education)
Publisher: Taylor & Francis (Routledge): STM, Behavioural Science and Public Health Titles
ISSN: 0950-3153
Date of First Compliant Deposit: 16 January 2024
Date of Acceptance: 5 December 2023
Last Modified: 19 Jan 2024 00:33
URI: https://orca.cardiff.ac.uk/id/eprint/165506

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