This study explores the temporal aspects of teaching quality as a practice [1] during the COVID-19 pandemic at the Norwegian Police University College (NPUC), utilizing Bronfenbrenner’s bioecological model with a focus on the Process-Person-Context-Time (PPCT) framework [2]. Conducted through 20 semi-structured qualitative interviews with police educators and their leaders at the Department of Post-Graduate Studies, this research investigates how different time perspectives influenced educational practices and perceptions of teaching quality during the pandemic.

Central to our analysis is the recognition that the "COVID-19 pandemic period" is not a monolithic time frame but consists of varied phases, each affecting the practice and perception of teaching quality differently. Utilizing Bronfenbrenner’s time concept, we distinguish between micro-time (specific moments or interactions), meso-time (recurrent patterns over weeks or months), and macro-time (broader societal and historical periods). This nuanced temporal analysis reveals how educators' experiences and reflections on teaching quality evolved throughout the pandemic, influenced by personal, collegial, and societal dimensions of time.

Micro-time is understood as specific moments or interactions in the lives of teachers and their leaders, situated before, during, or after specific teaching periods. Our findings highlight how immediate, unrefined responses characterized the initial phase (spring 2020) as educators rapidly adjusted to, for example, remote teaching. The meso-time perspective reflects shared experiences within the NPUC community of practice, capturing recurrent patterns over the early (spring 2020), mid (academic year 2020-2021), and late (post-2021) pandemic periods. During the mid-phase, educators leveraged early experiences to refine their approaches, supported by institutional efforts to share best practices and adapt to ongoing restrictions. The macro-time perspective encompasses the broader societal and historical context of the pandemic, recognizing the collective experience of being encapsulated in a societal period defined by COVID-19 and how this influenced the teaching quality discussions at the NPUC and affected the teaching itself. In sum, the individual participants in our study experienced the pandemic period in a particular manner based on their own situatedness related to the three levels of time (micro, meso, and macro).

Our findings highlight the importance of understanding teaching quality as a dynamic practice deeply embedded within these temporal contexts. Educators’ abilities to negotiate and adapt their teaching strategies over time were influenced by their specific roles, the timing of their instructional responsibilities, and the evolving collective understanding of what constituted effective teaching under pandemic constraints.

This study underscores the significance of a temporal perspective in analyzing teaching quality, advocating for a situated learning approach that recognizes the complex interplay of time at various levels. By examining these temporal dimensions, we contribute to a more comprehensive understanding of teaching quality as a practice, offering insights that are crucial for enhancing educational resilience in the face of future disruptions.

Keywords: Teaching quality, practice, Covid-19, Bronfenbrenner, PPCT model, time.