Pedagogical continuity: myth or reality?

Abstract

Purpose – In 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/approach – A 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. Findings – We 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 implications – The challenge of maintaining dialogic activities – teacher education to combat inequalities. Originality/value – A quantitative study of mathematics teachers providing pedagogical continuity through distance learning for the duration of the crisis.

Keywords

• pedagogical continuity
• teacher practices
• distance learning
• educational inequality
• parental involvement in learning