Primary teachers’ reflections on teaching during a pandemic and on preparing for future disruptions

Abstract

The Covid-19 pandemic, with its associated school lockdowns and safety restrictions, has presented an unparalleled challenge to teachers worldwide. This study investigates reflections among Finnish primary teachers on teaching during the pandemic, including what was essential in teaching, what they should have done differently, and how to promote preparedness for future disruptions affecting education. Semi-structured interviews were conducted with 19 teachers in May 2022 and thematic analysis was used to analyse the data. The findings highlight the provision of a sense of security for the pupils, downshifting, i.e. simplifying and lowering the objectives, and adopting a short-term planning approach due to the uncertainty characterising the emergency circumstances. Teachers suggested that they should have evaluated distance teaching more precisely in relation to different subjects and been more consistent in their use of the technology at the beginning of the pandemic. Guidelines and resources, teachers’ professional learning, and classroom training were considered important factors in preparedness for future crises. The paper offers valuable insights for improving teaching during disruptions and beyond, particularly at the primary level, where the crisis was more severe than in higher education.