Education and Digital Inequalities during COVID-19 Confinement: From the Perspective of Teachers in the French Speaking Community of Belgium

Autor/inn/en	Duroisin, Natacha; Beauset, Romain; Tanghe, Chloé
Titel	Education and Digital Inequalities during COVID-19 Confinement: From the Perspective of Teachers in the French Speaking Community of Belgium
Quelle	In: European Journal of Education, 56 (2021) 4, S.515-535 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duroisin, Natacha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12475
Schlagwörter	COVID-19; Pandemics; Distance Education; Educationally Disadvantaged; Educational Equipment; Technology Integration; Individualized Instruction; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Ausrüstung; Individualisierender Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Belgien
Abstract	To curb the spread of the COVID-19 pandemic, the federal government and the federated entities of Belgium suspended all face-to-face learning starting 14 March, 2020. A continuity of learning was to be ensured by teachers through distance-learning. However, teaching during the confinement period was complicated for teachers: the respect for policies and rules differs from one teacher to another and there has been a lack of follow-up on online learning for some learners. The purpose of this article is to contribute to initial responses to the vast question of educational inequalities created and exacerbated during the crisis. More particularly, this article provides a situational analysis of some potential causes for inequalities in primary and secondary schools and identifies differences between the two education levels. Our analysis draws on responses from almost 500 teachers participating in a large-scale survey in the French speaking Community of Belgium. The analysis focuses on teaching practices and observations made by teachers during the confinement period. Various factors contributing to inequalities are identified as well as differences between the two levels of education. Relevant factors include the technological equipment available to students, and the use of pedagogical practices such as "differentiation" and "Remediation-Consolidation-Surpassing" (RCS). After confinement, at the beginning of the 2020-2021 school year, teachers have faced more diverse classes, with learners who have experienced very different confinement situations. In light of our analysis of survey responses, we highlight the role of the technological equipment used by the teacher as a factor that increases inequalities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01