Pedagogical continuity: myth or reality?

Abstract

PurposeIn March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the move to distance learning, the teaching practices employed and the socio-economic context of the learners in French schools during this period. We ask how far the changes in teaching practices during the coronavirus crisis were influenced by the social context of teaching. And to what extent this context influenced the focus of the pedagogical continuity those teachers set up.Design/methodology/approachA review of the literature situates the study within the field of mathematics teaching practices. The study was carried out through a multidimensional analysis using multiple correspondences of the responses of 368 French secondary school mathematics teachers to an online questionnaire.FindingsWe found that the unprepared move to distance learning impeded the employment of dialogic practices. The socio-economic situation of the teaching was identified as a determining factor in the teachers' different interpretations of the term pedagogical continuity. Whilst those working in more deprived areas tended towards practices which focused on maintaining pupils' links with school, consolidation of knowledge and providing social/affective support, those teaching a more privileged public favoured tools and practices which allowed them to focus on the disciplinary content of their teaching.Practical implicationsThe challenge of maintaining dialogic activities – teacher education to combat inequalities.Originality/valueA quantitative study of mathematics teachers providing pedagogical continuity through distance learning for the duration of the crisis.

Pedagogical continuities in teaching and learning during COVID-19: Holding up the bridge

“…What teachers took to be their responsibility to 'continue' and their resulting findings illuminate the variances that occur in these interpretations, which hold both equity and quality implications. In their findings, Coulange et al (2021) suggest that ISSN 2523-1154…”

“…Moreover, and particularly in the context of ERT, in this framing pedagogic continuity includes the material and resource availability and constraints that influence the extent to which teaching and learning can successfully take place. Coulange, Stunell and Train (2021), for example, argue that this kind of pedagogic continuity was poorly taken into account when French schools closed because of the pandemic. What teachers took to be their responsibility to 'continue' and their resulting findings illuminate the variances that occur in these interpretations, which hold both equity and quality implications.…”

“…These findings are similar to those of Hoffmann, Sayed and Badroodien (2016) on teacher professional identities in South Africa. Coulange et al (2021) found that teachers in poorer schools in France are likely to be more concerned with the socio-affective dimensions of pedagogical continuity, meaning that they are focused on sustaining the social bonds that encourage students to continue to attend classes and submit work. In so doing, they demonstrated concern for their students' wellbeing and displayed patience with the delays resulting from the shift to online learning and the challenges of limited internet access and disruptive or crowded home environments.…”

“…In so doing, they demonstrated concern for their students' wellbeing and displayed patience with the delays resulting from the shift to online learning and the challenges of limited internet access and disruptive or crowded home environments. On the other hand, because their learners were more likely to have access to the internet, devices and space to work, teachers in wealthier schools were more able to experiment with new methods and focus on students' content mastery and the introduction of new work (Coulange et al, 2021). This highlights the mutually reinforcing nature of our framing of pedagogic continuity: it is not enough only to sustain the social space of the classroom under ERT and remote learning conditions.…”

Digital transformation in times of crisis: Challenges, attitudes, opportunities and lessons learned from students’ and faculty members’ perspectives

“…Digital technology has been identified as one of the strategic solutions to be utilized in teaching practices to ensure pedagogical continuity for our students (Ertmer, 1999) and teachers (Coulange et al, 2021). This is especially important since the ongoing health crisis may be long-lasting and we may encounter recurring related events in the future.…”