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1.
Scandinavian Journal of Educational Research ; 67(5):725-740, 2023.
Article in English | ProQuest Central | ID: covidwho-20241622

ABSTRACT

This article is based on qualitative and quantitative data collected from teachers and pupils in Danish schools in June 2020, as schools reopened following closures in the spring due to the COVID-19 pandemic. It investigates the transformations in school life that took place in this period in response to strict official guidelines to prevent the spread of infection, transformations both in school learning environments and in teaching activities. Using factor and cluster analyses and logistic regression, it explores the relation between teaching environment and pupils' emotional, social, and academic wellbeing, identifying correlations between key factors in the environment and the three dimensions of wellbeing. The study contributes both to understanding and dealing with the crisis in which education systems in the Nordic countries have found themselves in and adds relevant knowledge on themes of importance for education in the future.

2.
Dialogic Pedagogy ; 10:DT59-DT81, 2022.
Article in English | Scopus | ID: covidwho-2251118

ABSTRACT

When schools locked down owing to the spread of COVID-19, Danish upper secondary school students worked on the major written assignment that completes their studies. This assignment is interdisciplinary, and students receive up to twenty hours of supervision from two teachers. This year, supervision was reorganised into a virtual format. This article explores how and in what ways students benefited from this reorganisation. This article is based on a mixed-methods design that includes quantitative and qualitative data and investigates how various online supervision formats support dialogic interaction. This article focuses on the student's experience of supervision. It finds that all the formats we investigated offer the opportunity for dialogue during supervision, but their potential varies significantly. Some formats seem to have great potential for supporting students' academic development, whereas others support their psychosocial development. We conclude by addressing the importance of choosing the online format suited to a given purpose and recommend that supervisors be aware of the didactic purposes of the various formats. © 2022 University Library System, University of Pittsburgh. All rights reserved.

3.
Education 3-13 ; 2023.
Article in English | Scopus | ID: covidwho-2277342

ABSTRACT

This study investigates the relationship between primary school pupils' experiences with pupil-centred learning approaches, socio-emotional experiences and self-efficacy. Our findings suggest that teacher guidance is important to support students and self-efficacy in working with pupil-centred learning approaches. We discuss the findings in relation to the increased attention that pupil-centred learning approaches are receiving worldwide as part of a tendency to move away from traditional teacher-centred approaches of transmitting and memorising information, and the ongoing discussion on how much teachers should guide pupils learning. We focus on how these learnings from COVID-19 can be used to reimagine education in the post-pandemic school. © 2023 ASPE.

4.
Education 3-13 ; 2023.
Article in English | Scopus | ID: covidwho-2277341

ABSTRACT

As part of the large-scale ‘COVID-19, Building Back Better'-project, primary school (grade 0-6) stakeholders (students (N = 2.427), parents (N = 153), school staff (N = 176) and school leaders (N = 14)) answered the open-ended survey-question: ‘What have you learned during the COVID-19 pandemic that could be used to make school and teaching better in the future?'. The responses are inductively organised. The analysis points at several learning potentials from COVID-19 and suggests different politically and ethically feasible focus points for quality teaching and education after COVID-19 (e.g. more efficient teaching/worktime, a focus on students' and school staff's well-being in school, outdoor teaching/outdoor time, movement in teaching, online teaching, new and creative teaching methods, clear and simple structure, shorter school days, no parents at school, improved school-home collaboration and information/communication from school). We discuss the feasibility of implementing the suggestions and argue for cooperative procedures paying attention to contradicting perceptions when reimagining education in the future. © 2023 ASPE.

5.
Scandinavian Journal of Educational Research ; : 1-22, 2022.
Article in English | Academic Search Complete | ID: covidwho-2037082

ABSTRACT

Due to COVID-19, 2020 was a strange and different school year for many students around the world. Based on a survey of primary school students (N = 2665) conducted in December 2020, this article examines students’ well-being and stress levels one year after the first COVID-19 outbreak. It also examines how students emotionally relate to the pandemic after a year with a large number of persistent stressors caused by school closures and re-openings. The article indicates that at a general level, COVID-19 seems to be a moderate stressor for students, but a number of specific stressors are identified. The article shows that well-being and stress levels vary among different groups of students, and it finds that there is a group of almost a third of the students that we should pay special attention to. Finally, the article identifies eight themes in how the students relate, negatively and positively, to the pandemic. [ FROM AUTHOR] Copyright of Scandinavian Journal of Educational Research is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

6.
Dialogic Pedagogy ; 10:DT59-DT81, 2022.
Article in English | English Web of Science | ID: covidwho-1884605

ABSTRACT

When schools locked down owing to the spread of COVID-19, Danish upper secondary school students worked on the major written assignment that completes their studies. This assignment is interdisciplinary, and students receive up to twenty hours of supervision from two teachers. This year, supervision was reorganised into a virtual format. This article explores how and in what ways students benefited from this reorganisation. This article is based on a mixed-methods design that includes quantitative and qualitative data and investigates how various online supervision formats support dialogic interaction. This article focuses on the student's experience of supervision. It finds that all the formats we investigated offer the opportunity for dialogue during supervision, but their potential varies significantly. Some formats seem to have great potential for supporting students' academic development, whereas others support their psychosocial development. We conclude by addressing the importance of choosing the online format suited to a given purpose and recommend that supervisors be aware of the didactic purposes of the various formats.

7.
Scandinavian Journal of Educational Research ; : 1-16, 2022.
Article in English | Taylor & Francis | ID: covidwho-1713308
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