EMERGENCY REMOTE TEACHING IN FRANCE: THE INFLUENCE OF SOCIAL BACKGROUND IN TEACHERS’ CHOICES - Université Paris-Est-Créteil-Val-de-Marne
Communication Dans Un Congrès Année : 2022

EMERGENCY REMOTE TEACHING IN FRANCE: THE INFLUENCE OF SOCIAL BACKGROUND IN TEACHERS’ CHOICES

Laure Sochala
  • Fonction : Auteur
Oriane Gelin

Résumé

The present study aims to investigate the extent to which the emergency remote teaching which took place beginning in the spring of 2020 in France was implemented differently by teachers working in schools serving students from socially disadvantaged backgrounds. Questionnaire surveys (n=351), 22 teachers’ semi-structured interviews and observation of 19 of their videoconference class sessions showed significant differences according to social contexts in three main areas: parental involvement in remote learning, the use of videoconferencing, and learning requirements. Discussion will address the influence of social context in pandemic teaching and consider the contribution these results could offer to foster school equity in France.

Domaines

Education
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Dates et versions

hal-03758114 , version 1 (11-01-2024)

Identifiants

Citer

Laure Sochala, Oriane Gelin, Caroline Viriot-Goeldel, Grégory Train². EMERGENCY REMOTE TEACHING IN FRANCE: THE INFLUENCE OF SOCIAL BACKGROUND IN TEACHERS’ CHOICES. 16th International Technology, Education and Development Conference, INTED, Mar 2022, Online Conference, France. pp.3022-3028, ⟨10.21125/inted.2022.0853⟩. ⟨hal-03758114⟩
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