The « déjà-là » (« already there ») of teachers under the test of « pedagogical continuity » in Switzerland and France: evolution of the relationships to the institution and the digital world

  • Dominique Alvarez Université Toulouse Jean-Jaurès
  • Marie-France Carnus Université Toulouse - Jean Jaurès
  • Danièle Périsset HEP-VS
  • Paul Ruppen HEP-VS
Keywords: Distance education; Educational continuity; Clinical didactics; Relationship to the digital; Relationship to the institution

Abstract

The Swiss semi-lockdown and the French lockdown of spring 2020, linked to the Covid 19 pandemic, have pushed teachers and trainers to ensure remote pedagogical continuity. Thanks to the statistical results of a survey, this article analyzes and compares, in the light of the « déjà-là » (« already there ») of teachers in the two countries, the changes in their relationship with digital technology, institutions and the test of pedagogical continuity. Notwithstanding a good general dynamic, several disparities suggest training prospects.

Published
2022-12-14
How to Cite
Alvarez, D., Carnus, M.-F., Périsset, D. and Ruppen, P. (2022) “The « déjà-là » (« already there ») of teachers under the test of « pedagogical continuity » in Switzerland and France: evolution of the relationships to the institution and the digital world”, Swiss Journal of Educational Research, 44(3), pp. 312–326. doi: 10.24452/sjer.44.3.2.
Section
Varia