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

Authors

  • Dominique Alvarez Université Toulouse Jean-Jaurès
  • Marie-France Carnus Université Toulouse - Jean Jaurès
  • Danièle Périsset HEP-VS
  • Paul Ruppen HEP-VS

DOI:

https://doi.org/10.24452/sjer.44.3.2

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.

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Published

2022-12-14

Issue

Vol. 44 No. 3 (2022): Varia

Section

Varia

License

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Alvarez, D. (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.