This study examined how physical education (PE) teachers in one Australian state approached and implemented their practice following the COVID-19 pandemic. Semi-structured interviews were undertaken with 14 primary and high school PE specialist teachers who participated in our previous COVID-19-focused studies to understand the changes that occurred in their practice over time. Analysing teachers’ experiences as part of the figurations they form with others resulted in the identification of key themes that reflected their perceptions of the ongoing influence of COVID-19 on their practices as PE teachers. These themes relate to blind or unplanned social processes ( Elias, [1987] 2007a ) that contributed to unintended consequences ( Elias, 2009a ) of the teachers’ actions. They were focused on levels of student engagement, equity, planning, online resources, assessment and well-being. The results showed that while there were ongoing issues related to varied student engagement and home environments, participants perceived that the forced move to online learning had what we considered to be unintended consequences for the PE profession and, specifically, PE teachers. These unintended consequences were focused on planning, online resources, assessment and well-being.

中文翻译：

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向前看和向后看：COVID-19 对体育教师实践的持续影响


本研究调查了澳大利亚一个州的体育 （PE） 教师在 COVID-19 大流行后如何处理和实施他们的做法。对 14 名小学和高中体育专业教师进行了半结构化访谈，他们参与了我们之前以 COVID-19 为重点的研究，以了解他们的实践随着时间的推移而发生的变化。将教师的经历作为他们与他人形成的形象的一部分进行分析，从而确定了反映他们对 COVID-19 对他们作为体育教师实践的持续影响的看法的关键主题。这些主题与盲目或无计划的社会过程有关（ Elias， [1987] 2007a ），这些过程导致了教师行为的意外后果 （ Elias， 2009a ）。他们关注学生参与度、公平性、规划、在线资源、评估和福祉的水平。结果表明，虽然存在与不同的学生参与度和家庭环境相关的持续问题，但参与者认为，被迫转向在线学习对体育专业，特别是体育教师产生了我们认为的意外后果。这些意想不到的后果集中在规划、在线资源、评估和幸福感上。