The response of schools in Scotland to coronavirus: ‘Glow’ing together

Δημοσιευμένα: Απρ 21, 2021
Katrina Foy
David Johnston
Aloyise Mulligan
Rachel Shanks

Four researchers at the University of Aberdeen investigated the impact of the novel coronavirus (COVID-19) lockdown on teachers’ practice in Scotland. We analysed information collected from primary teachers, a deputy primary school head teacher, secondary teachers of Biology, English, Mathematics, a secondary school head teacher and two regional education officers on how teachers reacted, adapted and responded to the first nationwide lockdown in response to COVID-19 (n=10). Home (first space) and school (second space) are often viewed as separate contexts with clearly defined and impermeable boundaries, although children participate in both spaces (Pahl & Kelly, 2005). We sought to understand the ‘third space’ (Bhabha, 1990) between school and home that was created through online and blended teaching and learning. Working in such a space has implications and consequences for the teachers who have to institute new routines using new technologies and think about teaching differently.

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