مورد إلكتروني
Rutine i emocije nastavnika kao strukturacijski element obrazovnog sustava tijekom nastave na daljinu
العنوان: | Rutine i emocije nastavnika kao strukturacijski element obrazovnog sustava tijekom nastave na daljinu |
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عناروين إضافية: | Routines and Teacher Emotions as a Structuring Element of the Educational System during Remote Teaching |
المصدر: | Revija za sociologiju; ISSN 0350-154X (Print); ISSN 1846-7954 (Online); Volume 53; Issue 1 |
بيانات النشر: | Croatian Sociological Association 2023 |
تفاصيل مُضافة: | Degač, Đurđica Vukić, Jana |
نوع الوثيقة: | Electronic Resource |
مستخلص: | Nagli prelazak na nastavu na daljinu 2020. godine zbog pandemije bolesti COVID-19 od nastavnika je zahtijevao proces prilagodbe stvaranjem novih nastavnih rutina, koji je bio popraćen složenim emocionalnim iskustvom, dok su nastavnici istodobno pokušavali živjeti svoj profesionalni i osobni život. Pozivajući se na Giddensovu teoriju strukturacije s fokusom na procese rutinizacija i regionalizacije interakcija te Turnerovu analizu integracijskih procesa i uloge emocija u njima, u radu se ukazuje na važnost održavanja rutina radi ontološke sigurnosti i socijalne integracije te na relevantnost emocija tijekom nastave na daljinu. U radu se ispituje (i) kako su oblikovane i regionalizirane nastavne rutine te (ii) kakve su pozitivne i negativne emocije nastavnici doživjeli tijekom razdoblja provođenja nastave na daljinu u susretima i interakciji s različitim akterima. U analizi su korištene kvalitativne metode, odnosno analizirani su intervjui provedeni 2020. godine s 32 predmetna učitelja i nastavnika, a kao metoda analize korištena je deduktivno-induktivna tematska analiza. Prodiranje javnog u osobni prostor nastavnika, uspostavljanje rutina i emocionalna iskustva teme su konstruirane tijekom analize, pri čemu su identificirane i podteme. U radu se pokazuje da su očuvanje starih i stvaranje novih rutina te (pozitivne) emocije i očekivanja u interakcijama potencijal koji može omogućiti prevladavanje kriznih ili izazovnih situacija poput nastave na daljinu, ponekad tako da se narušava razgraničenje javnog i privatnog. S druge strane pojava negativnih emocija i dugotrajnih negativnih emocionalnih stanja na mikrorazini upućuju na, iz perspektive nastavnika, neadekvatnu valorizaciju njihova rada od viših institucionalnih razina te predstavljaju potencijal za dezintegracijske procese. The sudden transition to distance learning in 2020 due to the COVID-19 pandemic required teachers to adjust by creating new teaching routines. This process was accompanied by complex emotional experiences as they tried to live their professional and personal lives. To point to the importance of maintaining routines for the sake of ontological security and social integration, and the relevance of emotions during distance learning, we utilise Giddens' theory of structuration, focusing on routinisation and regionalisation of interactions, and Turner's analysis of integration processes and the role of emotions in them. We examine (i) how teaching routines were shaped and regionalised and (ii) what positive and negative emotions teachers experienced during distance learning in interactions with various actors. In the paper, the interviews conducted in 2020 with 32 subject teachers were analysed using deductive-inductive thematic analysis. Three themes were constructed; the permeation of the public sphere in teachers' personal space, the establishment of routines and emotional experiences, including sub-themes. This paper indicates that the preservation and creation of new routines and (positive) emotions and expectations in interactions are a potential that can enable overcoming crises or challenging situations such as distance learning, sometimes in such a way that the demarcation between the public and private spheres is violated. On the other hand, the appearance of negative emotions and long-term negative emotional states at the micro level indicate, from teachers' perspective, inadequate valorisation of their work by higher institutional levels and represent a potential for disintegration processes. |
مصطلحات الفهرس: | nastavnici; rutinizacija; regionalizacija; emocije; integracija, teachers; routinisation; regionalisation; emotions; integration, text, info:eu-repo/semantics/article, info:eu-repo/semantics/publishedVersion |
URL: | info:eu-repo/semantics/altIdentifier/doi/10.5613/rzs.53.1.1 |
الإتاحة: | Open access content. Open access content info:eu-repo/semantics/openAccess Croatian Sociological Review is a fully open access journal. In accordance with the BOAI definition of open access, all content is freely available without charge to the user. Users are allowed to read, download, copy, distribute, print, search or link to the full texts of the articles in the journal without asking prior permission from the publisher or the author. Revija za sociologiju applies the CC BY license. |
ملاحظة: | application/pdf Croatian |
أرقام أخرى: | HRCAK oai:hrcak.srce.hr:301992 1390945704 |
المصدر المساهم: | HRCAK PORTAL ZNANSTVENIH CASOPISA REPUB From OAIster®, provided by the OCLC Cooperative. |
رقم الأكسشن: | edsoai.on1390945704 |
قاعدة البيانات: | OAIster |
الوصف غير متاح. |