Lost trust? The experiences of teachers and students during schooling disrupted by the Covid-19 pandemic.

Autor/inn/en	Jokic Zorkic, Tijana; Micic, Katarina; Kovacs Cerovic, Tünde
Titel	Lost trust? The experiences of teachers and students during schooling disrupted by the Covid-19 pandemic. Paralleltitel: Izgubljeno zaupanje? Izkusnje uciteljev in ucencev medsolanjem, ki ga je prekinila pandemija covida-19.
Quelle	In: CEPS journal, 11 (2021) Special Issue, S. 195-218Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:23657 10.26529/cepsj.1150
URN	urn:nbn:de:0111-pedocs-236576
Schlagwörter	Empirische Untersuchung; Qualitative Analyse; Resilienz; Vertrauen; Wohlbefinden; Soziale Interaktion; Schulorganisation; Grundschule; Sekundarbereich; Lehrer; Schüler-Lehrer-Beziehung; Schüler; Lehr-Lern-Prozess; Hausunterricht; COVID-19; Pandemie; Fernunterricht; Krise; Wirkung; Serbien
Abstract	This paper aims to help understand how relational trust between students and teachers embedded in the teaching-learning process unfolded during the emergency distance and flexible hybrid education in Serbia in 2020. It also identifies niches in student-teacher relationships that hold potential for repairing and building trust. For the student-teacher relationship to be trust-based and thus conducive to students' learning and wellbeing, a consensus about role expectations must be achieved. As the Covid-19 crisis interrupted schooling and education, participants faced uncertainties and ambiguities in role enactment, and the cornerstones of relational trust were disrupted. In an effort to understand 1) the context in which trust was challenged, 2) the ways in which trust was disrupted, and 3) the opportunities for its restoration, we relied on a multi-genre dynamic storytelling approach to data collection and values analysis for data processing. A total of 136 students and 117 teachers from 22 schools wrote 581 narratives in three genres: stories, letters and requests. The analysis yielded 22 codes that allowed further understanding of how changes in structural and institutional conditions affected both students' and teachers' expectations of each other, and how incongruence of these expectations fed into feelings of helplessness for both students and teachers, disengagement from learning for students, and heavy workload and poor performance for teachers. In addition, the narratives account for positive outcomes when these expectations were met, and for opportunities for trust-building if students' and teachers' perspectives are brought to each other's attention and negotiated locally. Finally, recommendations for restoring trust are given. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2