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

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Katrina Foy, David Johnston, Aloyise Mulligan, Rachel Shanks
Katrina Foy, David Johnston, Aloyise Mulligan, Rachel Shanks

Περίληψη


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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DOI: http://dx.doi.org/10.12681/online-edu.3216

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