Changes and actions taken in online teaching during the first period of COVID-19: a teacher perspective on pupils' equity
The aim of this article is to explore a teacher perspective on issues of equity for pupils in online teaching during lockdown in the first period of the COVID-19 pandemic. Using the concepts of horizontal and vertical equity and equal educational opportunities adapted by Maiztegui-Oñate and Santib...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Aberdeen, School of Education
2021-12-01
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| Series: | Education in the North |
| Subjects: | |
| Online Access: | https://www.abdn.ac.uk/eitn/journal/663/ |
| _version_ | 1819177266167414784 |
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| author | Anna Slotte Katarina Rejman Kirsi Wallinheimo |
| author_facet | Anna Slotte Katarina Rejman Kirsi Wallinheimo |
| author_sort | Anna Slotte |
| collection | DOAJ |
| description | The aim of this article is to explore a teacher perspective on issues of equity for pupils in online teaching
during lockdown in the first period of the COVID-19 pandemic. Using the concepts of horizontal and
vertical equity and equal educational opportunities adapted by Maiztegui-Oñate and SantibáñezGruber, we study how the changed conditions during online teaching affected issues of equity for pupils
and what action the interviewed teachers took that promoted equity in teaching. The data was collected
through interviews with twelve teachers in years 5–9, in Swedish-medium schools in Finland, from April
to June 2020. Qualitative content analysis was used. The results show that the horizontal equity is
robust, although the teachers noticed challenges related to access to teaching, especially in the areas
of the changed forms of interaction, increased amount of texts and lack of structures. The teachers took
different steps of action in all three areas e.g. emphasising keeping contact with pupils, clear
instructions, use of digital affordances, feedback and structure, thus displaying pedagogical autonomy
and creativity. By that the teachers promoted equal education for all. The study shows the significance
of professional teachers’ work in exceptional circumstances. |
| first_indexed | 2024-12-22T21:23:55Z |
| format | Article |
| id | doaj.art-882a4a946cb0456eb4b8427989f75c64 |
| institution | Directory Open Access Journal |
| issn | 0424-5512 2398-0184 |
| language | English |
| last_indexed | 2024-12-22T21:23:55Z |
| publishDate | 2021-12-01 |
| publisher | University of Aberdeen, School of Education |
| record_format | Article |
| series | Education in the North |
| spelling | doaj.art-882a4a946cb0456eb4b8427989f75c642022-12-21T18:12:06ZengUniversity of Aberdeen, School of EducationEducation in the North0424-55122398-01842021-12-012836384https://doi.org/10.26203/srbz-y171Changes and actions taken in online teaching during the first period of COVID-19: a teacher perspective on pupils' equityAnna Slotte 0https://orcid.org/0000-0001-5258-4827Katarina Rejman 1https://orcid.org/0000-0002-0778-6777Kirsi Wallinheimo 2https://orcid.org/0000-0002-0591-0375University of Helsinki, FinlandStockholm University, SwedenUniversity of Helsinki, FinlandThe aim of this article is to explore a teacher perspective on issues of equity for pupils in online teaching during lockdown in the first period of the COVID-19 pandemic. Using the concepts of horizontal and vertical equity and equal educational opportunities adapted by Maiztegui-Oñate and SantibáñezGruber, we study how the changed conditions during online teaching affected issues of equity for pupils and what action the interviewed teachers took that promoted equity in teaching. The data was collected through interviews with twelve teachers in years 5–9, in Swedish-medium schools in Finland, from April to June 2020. Qualitative content analysis was used. The results show that the horizontal equity is robust, although the teachers noticed challenges related to access to teaching, especially in the areas of the changed forms of interaction, increased amount of texts and lack of structures. The teachers took different steps of action in all three areas e.g. emphasising keeping contact with pupils, clear instructions, use of digital affordances, feedback and structure, thus displaying pedagogical autonomy and creativity. By that the teachers promoted equal education for all. The study shows the significance of professional teachers’ work in exceptional circumstances.https://www.abdn.ac.uk/eitn/journal/663/: online teachinghorizontal and vertical equityteacher interviewscovid-19classroom interaction |
| spellingShingle | Anna Slotte Katarina Rejman Kirsi Wallinheimo Changes and actions taken in online teaching during the first period of COVID-19: a teacher perspective on pupils' equity Education in the North : online teaching horizontal and vertical equity teacher interviews covid-19 classroom interaction |
| title | Changes and actions taken in online teaching during the first period of COVID-19: a teacher perspective on pupils' equity |
| title_full | Changes and actions taken in online teaching during the first period of COVID-19: a teacher perspective on pupils' equity |
| title_fullStr | Changes and actions taken in online teaching during the first period of COVID-19: a teacher perspective on pupils' equity |
| title_full_unstemmed | Changes and actions taken in online teaching during the first period of COVID-19: a teacher perspective on pupils' equity |
| title_short | Changes and actions taken in online teaching during the first period of COVID-19: a teacher perspective on pupils' equity |
| title_sort | changes and actions taken in online teaching during the first period of covid 19 a teacher perspective on pupils equity |
| topic | : online teaching horizontal and vertical equity teacher interviews covid-19 classroom interaction |
| url | https://www.abdn.ac.uk/eitn/journal/663/ |
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