“Κάποιοι μαθητές μου δεν συνδέθηκαν ποτέ…”: Εκπαιδευτικοί πρωτοβάθμιας εκπαίδευσης αφηγούνται την εμπειρία τους από την τηλεκπαίδευση την περίοδο της πανδημίας του κορονοϊού

Abstract

We could characterize the period of the covid-19 pandemic as a period of educational Babel for the schools of our country. A ministry of education that gives unclear instructions, teachers -"ready to fight" who readjust their role based on their perception and/or experience or refuse to change even for a while due to the conditions, students -"victims" of forced distance education and students who have never entered this new condition, as well as parents who were somehow involved in distance education and inadvertently regulated the educational process. In the context of this publication, these issues are discussed. Specifically, three primary school teachers participated in this research, who through their life stories come to give us their lived experiences for their students and how they accepted the situation or resisted the change. Through an interpretative approach, it appears that some teachers have not been able to reach all their students or "convince" them to connect to the platform in the context of distance education. Behind this are latent elements of teachers’ and parents’ perceptions about learning and, of course, issues of educational inequalities that are exacerbated in times of crisis in education, due to systemic pathogenesis (e.g., lack of a clear educational framework). The teachers narrate their experience and note that they were "positive" to change due to necessity because they did not want to abandon their students, they wanted to help them cognitively, but also socially-emotionally in a context of "normality".