EMERGENCY REMOTE TEACHING IN FRANCE: THE INFLUENCE OF SOCIAL BACKGROUND IN TEACHERS’ CHOICES
Résumé
The present study aims to investigate the extent to which the emergency remote teaching which took place beginning in the spring of 2020 in France was implemented differently by teachers working in schools serving students from socially disadvantaged backgrounds. Questionnaire surveys (n=351), 22 teachers’ semi-structured interviews and observation of 19 of their videoconference class sessions showed significant differences according to social contexts in three main areas: parental involvement in remote learning, the use of videoconferencing, and learning requirements. Discussion will address the influence of social context in pandemic teaching and consider the contribution these results could offer to foster school equity in France.
Domaines
Education
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36_Sochala_Gelin_Viriot-Goeldel_Train_2022.pdf (217.64 Ko)
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36_Sochala_Gelin_Viriot-Goeldel_Train_2022 (1).pdf (217.64 Ko)
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Sochala_Gelin_Viriot-Goeldel_Train.doc (166.5 Ko)
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