Skip to main navigation menu Skip to main content Skip to site footer
KiS baner

Vol. 65 No. 3 (2021)

Articles and essays

Parental Experiences of Remote Teaching during the COVID-19 Pandemic

DOI: https://doi.org/10.35757/KiS.2021.65.3.3
Submitted: December 18, 2021
Published: September 28, 2021

Abstract

Parents taking on the role of home teachers has become one of the most important issues faced by societies around the world during the coronavirus pandemic. This paper aims to describe and analyse family practices related to the remote education of children resulting from school closures under the pandemic. Through the thematic analysis of statements and observations related to home education, the authors search for changes in the perception of learning. Using practice theory and the diary method, the paper aims to show how teaching, hitherto delegated to external institutions, has entered the home and how coping with this looks from the parents’ perspective.

References

  1. Allen Peter, Roberts Lynn Diane, The Ethics of Outsourcing Online Survey Research, „International Journal of Technoethics”, t. 1(3), s. 35–48.
  2. Archer Louise, Dawson Emily, DeWitt Jennifer, Seakins Amy, Wong Bill, 2015, Science Capital: A Conceptual, Methodological, and Empirical Argument for Extending Bourdieusian Notions of Capital Beyond the Arts, „Journal of Research in Science Teaching”, t. 52(7), s. 922–948.
  3. Braun Virginia, Clarke Victoria, 2008, Using Thematic Analysis in Psychology, Qualitative Research in Psychology”, t. 3(2), s. 77–101.
  4. Brown, Ann L., 1992, Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings, „Journal of the Learning Sciences”, t. 2(2), s. 141–178.
  5. Buchner Anna, Wierzbicka Maria, 2020, Edukacja zdalna w czasie pandemii, edycja II, Centrum Cyfrowe.
  6. Crozier Sarah E., Cassell Catherine M., 2016, Methodological Considerations in the Use of Audio Diaries in Work Psychology: Adding to the Qualitative Toolkit, „Journal of Occupational and Organizational Psychology”, t. 89(2), s. 396–419.
  7. Engeström Yrjö, 1987, Learning by Expanding: An Activity-Theoretical Approach to Developmental Research, Helsinki.
  8. Enzenbach Cornelia, Wicklein Barbara, Wirkner Kerstin, Loeffler Markus, 2019, Evaluating Selection Bias in A Population-Based Cohort Study with Low Baseline Participation: The LIFE-Adult-Study, „BMC Medical Research Methodology”, t. 19(1), 135.
  9. Fielding-Wells Jill, O’Brien Mia, Makar Katie, 2017, Using Expectancy-Value Theory to Explore Aspects of Motivation and Engagement in Inquiry-Based Learning in Primary Mathematics, „Mathematics Education Research Journal”, t. 29(2), s. 237–254.
  10. Greeno, James, Engeström Yrjo, 2014, Learning in Activity, w: R. Sawyer (red.), The Cambridge Handbook of the Learning Sciences, Cambridge, s. 128–148.
  11. Harvey Laura, 2011, Intimate Reflections: Private Diaries in Qualitative Research, „Qualitative Research”, t. 11(6), s. 664–682.
  12. Hyers Lauri L., 2018, Diary Methods: Understanding Qualitative Research, Oxford University Press, Oxford.
  13. Knorr-Cetina Karin, 2001, Objectual Practice, w: Theodore Schatzki, Karin Knorr-Cetina, Eike von Savigny (red.), The Practice Turn in Contemporary Theory, Routledge, London.
  14. Łukianow Małgorzata, Głowacka Maja, Helak Monika, Kościńska Justyna, Mazzini Mateusz, 2021, Poles in the Face of Forced Isolation: A Study of the Polish Society during the Covid-19 Pandemic Based on ‘Pandemic Diaries’ Competition, „European Societies”, t. 23, s. 844–858.
  15. Marton Ferenc, Tsui Amy, 2004, Classroom Discourse and the Space of Learning, Routledge, London.
  16. McInroy Lauren, 2016, Pitfalls, Potentials, and Ethics of Online Survey Research, „Social Work Research”, t. 40(2), s. 83–94.
  17. Ptaszek Grzegorz, Bigaj Magda, Dębski Maciej, Pyżalski Jacek, Stunża Grzegorz D., 2020, Zdalna edukacja — gdzie byliśmy, dokąd idziemy? Wstępne wyniki badania naukowego „Zdalne nauczanie a adaptacja do warunków społecznych w czasie epidemii koronawirusa”, Warszawa.
  18. Sawyer R. Keith, 2009, The New Science of Learning, w: R. Keith Sawyer (red.), The Cambridge Book of the Learning Sciences, Cambridge University Press, Cambridge.Schatzki Theodore R., 2002, Site of the Social: A Philosophical Account of the Constitution of Social Life and Change, The Pennsylvania State University Press, University Park, PA.
  19. Turner Stephen, 2001, Throwing out the Tacit Rule Book: Learning and Practices, w: Theodore Schatzki, Karin Knorr-Cetina, Eike von Savigny (red.), The Practice Turn in Contemporary Theory, Routledge, London.
  20. Vygotsky Lev, 1978, Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, Cambridge, MA.
  21. Wenham Clare, Smith Julia, Morgan Rosemary, 2020, COVID-19: The Gendered Impacts of the Outbreak, „The Lancet” 10227(395), s. 846–848.
  22. Wigfield Allan, Eccles Jacquelynne, 2000, Expectancy-Value Theory of Achievement Motivation, „Contemporary Educational Psychology”, t. 25(1), s. 68–81.
  23. Wigfield Allan, Tonks Stephen, Klauda Susan Lutz, 2009, Expectancy-Value Theory, w: Kathryn R. Wentzel, Allan Wingfield (red.), Handbook of Motivation at School, Routledge, London–New York.

Downloads

Download data is not yet available.

Similar Articles

<< < 12 13 14 15 > >> 

You may also start an advanced similarity search for this article.