Pedagogical continuity: myth or reality?
Purpose – In March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the move to distance learning, the teaching practices employed and the socio-economic context of the learners in F...
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| Format: | Article |
| Language: | English |
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Emerald Publishing
2021-03-01
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| Series: | Journal of Research in Innovative Teaching & Learning |
| Subjects: | |
| Online Access: | https://www.emerald.com/insight/content/doi/10.1108/JRIT-11-2020-0077/full/pdf?title=pedagogical-continuity-myth-or-reality |
| _version_ | 1811182348043026432 |
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| author | Lalina Coulange Kari Stunell Grégory Train |
| author_facet | Lalina Coulange Kari Stunell Grégory Train |
| author_sort | Lalina Coulange |
| collection | DOAJ |
| description | Purpose – In March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the move to distance learning, the teaching practices employed and the socio-economic context of the learners in French schools during this period. We ask how far the changes in teaching practices during the coronavirus crisis were influenced by the social context of teaching. And to what extent this context influenced the focus of the pedagogical continuity those teachers set up. Design/methodology/approach – A review of the literature situates the study within the field of mathematics teaching practices. The study was carried out through a multidimensional analysis using multiple correspondences of the responses of 368 French secondary school mathematics teachers to an online questionnaire. Findings – We found that the unprepared move to distance learning impeded the employment of dialogic practices. The socio-economic situation of the teaching was identified as a determining factor in the teachers' different interpretations of the term pedagogical continuity. Whilst those working in more deprived areas tended towards practices which focused on maintaining pupils' links with school, consolidation of knowledge and providing social/affective support, those teaching a more privileged public favoured tools and practices which allowed them to focus on the disciplinary content of their teaching. Practical implications – The challenge of maintaining dialogic activities – teacher education to combat inequalities. Originality/value – A quantitative study of mathematics teachers providing pedagogical continuity through distance learning for the duration of the crisis. |
| first_indexed | 2024-04-11T09:31:01Z |
| format | Article |
| id | doaj.art-2bd22769448b4887bfc3a2f0676c1a0a |
| institution | Directory Open Access Journal |
| issn | 2397-7604 |
| language | English |
| last_indexed | 2024-04-11T09:31:01Z |
| publishDate | 2021-03-01 |
| publisher | Emerald Publishing |
| record_format | Article |
| series | Journal of Research in Innovative Teaching & Learning |
| spelling | doaj.art-2bd22769448b4887bfc3a2f0676c1a0a2022-12-22T04:31:53ZengEmerald PublishingJournal of Research in Innovative Teaching & Learning2397-76042021-03-01141759210.1108/JRIT-11-2020-0077660371Pedagogical continuity: myth or reality?Lalina Coulange0Kari Stunell1Grégory Train2University of Bordeaux, Bordeaux, FranceUniversity of Bordeaux, Bordeaux, FranceUniversity of Bordeaux, Bordeaux, FrancePurpose – In March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the move to distance learning, the teaching practices employed and the socio-economic context of the learners in French schools during this period. We ask how far the changes in teaching practices during the coronavirus crisis were influenced by the social context of teaching. And to what extent this context influenced the focus of the pedagogical continuity those teachers set up. Design/methodology/approach – A review of the literature situates the study within the field of mathematics teaching practices. The study was carried out through a multidimensional analysis using multiple correspondences of the responses of 368 French secondary school mathematics teachers to an online questionnaire. Findings – We found that the unprepared move to distance learning impeded the employment of dialogic practices. The socio-economic situation of the teaching was identified as a determining factor in the teachers' different interpretations of the term pedagogical continuity. Whilst those working in more deprived areas tended towards practices which focused on maintaining pupils' links with school, consolidation of knowledge and providing social/affective support, those teaching a more privileged public favoured tools and practices which allowed them to focus on the disciplinary content of their teaching. Practical implications – The challenge of maintaining dialogic activities – teacher education to combat inequalities. Originality/value – A quantitative study of mathematics teachers providing pedagogical continuity through distance learning for the duration of the crisis.https://www.emerald.com/insight/content/doi/10.1108/JRIT-11-2020-0077/full/pdf?title=pedagogical-continuity-myth-or-realitypedagogical continuityteacher practicesdistance learningeducational inequalityparental involvement in learning |
| spellingShingle | Lalina Coulange Kari Stunell Grégory Train Pedagogical continuity: myth or reality? Journal of Research in Innovative Teaching & Learning pedagogical continuity teacher practices distance learning educational inequality parental involvement in learning |
| title | Pedagogical continuity: myth or reality? |
| title_full | Pedagogical continuity: myth or reality? |
| title_fullStr | Pedagogical continuity: myth or reality? |
| title_full_unstemmed | Pedagogical continuity: myth or reality? |
| title_short | Pedagogical continuity: myth or reality? |
| title_sort | pedagogical continuity myth or reality |
| topic | pedagogical continuity teacher practices distance learning educational inequality parental involvement in learning |
| url | https://www.emerald.com/insight/content/doi/10.1108/JRIT-11-2020-0077/full/pdf?title=pedagogical-continuity-myth-or-reality |
| work_keys_str_mv | AT lalinacoulange pedagogicalcontinuitymythorreality AT karistunell pedagogicalcontinuitymythorreality AT gregorytrain pedagogicalcontinuitymythorreality |