Croatian mathematics teachers and remote education during Covid-19: what did they learn?

Autor/in	Jukic Matic, Ljerka
Titel	Croatian mathematics teachers and remote education during Covid-19: what did they learn? Paralleltitel: Hrvaski ucitelji matematike in izobrazevanje na daljavo v casu covida-19: cesa so se naucili?
Quelle	In: CEPS journal, 11 (2021) Special Issue, S. 361-382Infoseite 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	10.25656/01:23674 10.26529/cepsj.1106
URN	urn:nbn:de:0111-pedocs-236743
Schlagwörter	Fallstudie; Interview; Sekundarstufe I; Lehrer; Schüler; Schülerbeurteilung; Feedback; Hausunterricht; Unterrichtsgestaltung; Computerunterstützter Unterricht; Virtuelles Klassenzimmer; COVID-19; Pandemie; Mathematikunterricht; Fernunterricht; Wirkung; Kroatien
Abstract	The study reported in this paper aims to show how Croatian lower-secondary mathematics teachers coped with remote education during the lockdown necessitated by the Covid-19 pandemic. The research design refers to the case study of six teachers. On five occasions, the teachers were interviewed about the organisation of their virtual classrooms, forms of assessment, and utilisation of (digital) teaching resources from the beginning of March until the end of June 2020. The study results showed that social parameters were prominent factors in the decision-making of many teachers regarding teaching remotely. For example, the teachers always put students' needs first: they were accessible almost all day to their students, they tried not to overload students and provided daily feedback on their work. In addition, the teachers in the study raised the issue of academic dishonesty in remote education - the digital environment made cheating easier and meant that the usual assessment formats became unfeasible. Although the findings provide insight into the work of teachers during a pandemic, a larger sample would provide generalisations about the changes in workload that mathematics teachers experienced during remote education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2