Remote home-based education as a new phenomenon in the time of the covid-19 pandemic – the experience of Czech families

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2021-06-01 DOI:10.2478/jped-2021-0007

Yvona Kostelecká, T. Komárková, V. Novotná

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引用次数: 3

Abstract

Abstract In March 2020 a state of emergency was declared in the Czech Republic in response to the COVID-19 pandemic, which that resulted in the closures of schools. The provision of education continued through mandatory remote home-based education. The aim of this study is to use in-depth interviews to show how Czech families with children at the primary levels of education have coped with this situation. Based on a qualitative analysis, it is possible to state that the families who participated in the research were coping well with the situation and had come up with effective arrangements both for providing education and for fulfilling other responsibilities. The research also revealed that many families consider this to be very demanding time. At the same time, we identified that the way how families tackled the situation of home-based education depended on several factors. The key role was played by the school factor, namely the quality of remote education offered by school and the communication between the school and the parents. The analysis showed that although the quality of communication and remote education offered by school improved between spring 2020 and autumn 2020, schools still have much room to improve the education provided.

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新冠肺炎大流行时期的新现象——捷克家庭的经验

2020年3月，为应对COVID-19大流行，捷克共和国宣布进入紧急状态，导致学校关闭。通过强制性远程家庭教育继续提供教育。本研究的目的是使用深度访谈来显示捷克有小学教育水平儿童的家庭如何应对这种情况。根据定性分析，可以说参与研究的家庭很好地处理了这种情况，并为提供教育和履行其他责任作出了有效的安排。研究还显示，许多家庭认为这段时间要求很高。与此同时，我们发现家庭如何处理居家教育的情况取决于几个因素。学校因素发挥了关键作用，即学校提供的远程教育质量以及学校与家长之间的沟通。分析表明，尽管2020年春季至秋季期间学校提供的通信和远程教育质量有所提高，但学校提供的教育仍有很大的改进空间。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.