Μια κοινωνιολογική διερεύνηση των επιλογών υλοποίησης του εξ αποστάσεως εκπαιδευτικού έργου στο Νηπιαγωγείο την περίοδο της πανδημίας

Abstract

In this research paper utilizes sociological concepts from Basil Bernstein's theoretical framework with the aim of exploring options for shaping the provision of distance learning according to the experiences of kindergarten teachers who taught in public Kindergartens during the pandemic. This study was carried out using the semi-structured interview tool and its most important findings showed that: (a) In the context of shaping the distance education project, a weak classification appears, as the majority of the kindergarten teachers in the sample developed common collaborative practices with colleagues from the same school unit to organize the timetable in the online classroom, as well as with their colleagues from other school units. (b) The implementation of the distance teaching work was based on a pace linked to the implementation of a strong didactic discourse framing, with the home of the toddlers' parents functioning as a second, complementary, pedagogical context within which the toddlers completed their work. (c) The kindergarten teachers in the sample implemented mixed pedagogical approaches to distance learning, drawing on elements from a Visible and an Invisible pedagogy.