TeaCop – Teachers and the Covid 19 pandemic
The TeaCop study investigates which individual and school factors contribute to teachers' successful professional adaptation to pandemic-related challenges. Further, we examine aspects of the teachers’ instructional quality and their professional well-being.
Teachers had a special responsibility during the COVID 19 pandemic. With the school closures in March 2020, they had to abruptly adapt to unprecedented forms of distance learning and support their students in their remote learning. The TeaCop study investigates how well teachers are coping with the challenges posed by the pandemic. Characteristics of successful coping include both teachers' well-being and the quality of their teaching during the pandemic. We also investigate which individual and contextual factors explain differences in teachers' successful adaptation to these challenges. To this end, we draw on data from the DFG-funded longitudinal study COACTIV-expeRt.
The aim of the project is to investigate the instructional quality and professional well-being of teachers during the pandemic. In addition, we are interested in characteristics that are associated with the successful coping with the challenge of the COVID-19 pandemic. The available longitudinal data allow us to describe changes in teaching quality and well-being and to identify long-term influencing factors.
DIPF | Leibniz Institute for Research and Information in Education
Universität Freiburg (Prof. Thamar Voss)
IPN Kiel (Prof. Uta Klusmann)
Universität Potsdam (Prof. Dirk Richter)
Project ManagementProf. Dr. Mareike Kunter
|Area of Focus||Differential Educational Conditions and Educational Trajectories|
|Department:||Teacher and Teaching Quality|
|Unit:||Teaching and Learning in School Contexts|
|Education Sectors:||Primary and Secondary Education, Science|
10/2021 – 12/2023
|Contact:||Verena Jörg, Doctoral Candidate|