Croatian Mathematics Teachers and Remote Education During Covid-19: What did They Learn?
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Resumo
The study reported in this paper aims to show how Croatian lower-secondary mathematics teachers coped with remote education during the lockdown necessitated by the Covid-19 pandemic. The research design refers to the case study of six teachers. On five occasions, the teachers were interviewed about the organisation of their virtual classrooms, forms of assessment, and utilisation of (digital) teaching resources from the beginning of March until the end of June 2020. The study results showed that social parameters were prominent factors in the decision-making of many teachers regarding teaching remotely. For example, the teachers always put students’ needs first: they were accessible almost all day to their students, they tried not to overload students and provided daily feedback on their work. In addition, the teachers in the study raised the issue of academic dishonesty in remote education – the digital environment made cheating easier and meant that the usual assessment formats became unfeasible. Although the findings provide insight into the work of teachers during a pandemic, a larger sample would provide generalisations about the changes in workload that mathematics teachers experienced during remote education.
Dados da obra
- Tipo
- Artigo
- Periódico
- Center for Educational Policy Studies Journal, v. 11, n. Sp.Issue, p. 361-382
- Editora
- University of Ljubljana
- Ano
- 2021 (2021-10-15)
- Idioma
- en
- Palavras-chave
- mathematics teacher; remote education; teaching; virtual classroom; distance education; COVID-19 pandemic; mathematics teachers; lower secondary education; virtual learning environments; online assessment; academic dishonesty; teacher decision-making; student needs; teacher workload
- Temas
- Avaliação, Tecnologias Digitais
- DOI
- 10.26529/cepsj.1106
- ISSN
- 2232-2647, 1855-9719
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
MATIĆ, Ljerka Jukić. Croatian Mathematics Teachers and Remote Education During Covid-19: What did They Learn?. Center for Educational Policy Studies Journal, v. 11, n. Sp.Issue, p. 361-382, 2021. DOI: https://doi.org/10.26529/cepsj.1106.
APA
Matić, L. J. (2021). Croatian Mathematics Teachers and Remote Education During Covid-19: What did They Learn?. Center for Educational Policy Studies Journal, 11(Sp.Issue), 361-382. https://doi.org/10.26529/cepsj.1106
BibTeX
@article{matic2021,
author = {Matić, Ljerka Jukić},
title = {Croatian Mathematics Teachers and Remote Education During Covid-19: What did They Learn?},
year = {2021},
journal = {Center for Educational Policy Studies Journal},
volume = {11},
number = {Sp.Issue},
pages = {361-382},
publisher = {University of Ljubljana},
doi = {10.26529/cepsj.1106},
language = {en}
}RIS
TY - JOUR AU - Matić, Ljerka Jukić TI - Croatian Mathematics Teachers and Remote Education During Covid-19: What did They Learn? PY - 2021 JO - Center for Educational Policy Studies Journal VL - 11 IS - Sp.Issue SP - 361 EP - 382 DO - 10.26529/cepsj.1106 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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