details
Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-236743
DOI: 10.25656/01:23674; 10.26529/cepsj.1106; 10.26529/cepsj.1106
URN: urn:nbn:de:0111-pedocs-236743
DOI: 10.25656/01:23674; 10.26529/cepsj.1106; 10.26529/cepsj.1106
Original Title |
Croatian mathematics teachers and remote education during Covid-19: what did they learn? |
---|---|
Parallel title | Hrvaški učitelji matematike in izobraževanje na daljavo v času covida-19: česa so se naučili? |
Author | Jukic Matic, Ljerka |
Source | CEPS Journal 11 (2021) Special Issue, S. 361-382 |
Document | full text (660 KB) |
License of the document | In copyright |
Keywords (German) | Mathematikunterricht; Pandemie; COVID-19; Coronavirus; Wirkung; Unterrichtsgestaltung; Hausunterricht; Fernunterricht; Lehrer; Schüler; Sekundarstufe I; Feedback; Schülerbeurteilung; Virtuelles Klassenzimmer; Computerunterstützter Unterricht; Interview; Fallstudie; Kroatien |
sub-discipline | Teaching Didactics/Teaching Maths and Sciences Organisation of Education, Educational Planning, Educational Legislation |
Document type | Article (journal) |
ISSN | 2232-2647; 22322647 |
Language | English |
Year of creation | 2021 |
review status | Peer-Reviewed |
Abstract (English): | 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.) |
other articles of this journal | CEPS Journal Jahr: 2021 |
Statistics | Number of document requests |
Checksums | checksum comparison as proof of integrity |
Date of publication | 29.11.2021 |
Citation | Jukic Matic, Ljerka: Croatian mathematics teachers and remote education during Covid-19: what did they learn? - In: CEPS Journal 11 (2021) Special Issue, S. 361-382 - URN: urn:nbn:de:0111-pedocs-236743 - DOI: 10.25656/01:23674; 10.26529/cepsj.1106; 10.26529/cepsj.1106 |