The German school system in the COVID-19 pandemic era.

Autor/inn/en	Sonnenburg, Nadine; Buddeberg, Magdalena; Hornberg, Sabine
Titel	The German school system in the COVID-19 pandemic era.
Quelle	In: Tertium comparationis, 28 (2022) 3, S. 332-355 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0947-9732; 1434-1697
DOI	10.25656/01:25330 10.31244/tc.2022.03.05
URN	urn:nbn:de:0111-pedocs-253300
Schlagwörter	Schulsystem; COVID-19; Pandemie; Schulschließung; Lernbedingungen; Lernerfolg; Selbst gesteuertes Lernen; Fernunterricht; Unterrichtsmethode; Deutschland
Abstract	This article reviews findings to date on the impact of the COVID-19 pandemic in the German school system and discusses selected topics, i.e., general conditions of teaching and learning, didactic design and methodology, and the effects on educational outcomes. Like many other countries, Germany had to close its schools several times and switch to distance or alternate-shift learning, although the measures implemented by the federal states in this respect differed by region. In what follows, we first identify seven phases in the chronological course the pandemic took in Germany across the various ‘Länder’, or federal states. Next, we turn to a discussion of the medium- to longterm development needs of the German school system, based on the empirical findings available to date. Here our focus will be on the following issues: Fostering students’ self-regulated learning, making up for students’ learning losses, with special attention to inequalities exacerbated by the pandemic, and digitalizing the school system. Lastly, we address the future development of concepts for linking synchronous and asynchronous (digital) forms of learning and their integration into classroom instruction. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main