Ottergren Elin, Ampadu Ernest
Royal Institute of Technology, Department of Learning, Stockholm, Sweden.
SN Soc Sci. 2023;3(6):91. doi: 10.1007/s43545-023-00680-0. Epub 2023 May 28.
Sweden was one of the few countries that did not close down their schools during the Covid-19 pandemic. Different hybrid teaching methods were adopted, some of which are here to stay. This qualitative study explores the challenges that Swedish mathematics teachers had transitioning from face-to-face to hybrid teaching and the coping strategies that they adopted to reduce the effect of these challenges on their practices, well-being and students' learning experiences. The results from the study were gathered from some 51 primary and secondary mathematics teachers in Stockholm using a semi-structured questionnaire. The data were analysed with cognisance of Lazarus and Folkman's coping theory and Simonson's equivalence theory. The results revealed that hybrid teaching had some negative impact on teaching quality, student achievement, student health, teacher workload, and teacher-student dialogue, which underpins the Swedish school curriculum. This lack of dialogue and high-quality interaction undermines the equivalency theory principle, which suggests that the format of instruction should not influence the quality of students' learning experiences. Also, the results revealed that majority of the teachers ascribed positively to problem-based coping strategies as compared to the emotion-based coping strategy as they worked hard to provide students with good learning opportunities.
瑞典是在新冠疫情期间少数没有关闭学校的国家之一。该国采用了不同的混合教学方法，其中一些方法将会持续使用。这项定性研究探讨了瑞典数学教师从面对面教学过渡到混合教学时所面临的挑战，以及他们为减少这些挑战对其教学实践、幸福感和学生学习体验的影响而采取的应对策略。该研究结果是通过对斯德哥尔摩约51名中小学数学教师进行半结构化问卷调查收集而来的。数据分析参考了拉扎勒斯和福克曼的应对理论以及西蒙森的等效理论。结果显示，混合教学对教学质量、学生成绩、学生健康、教师工作量以及师生对话产生了一些负面影响，而师生对话是瑞典学校课程的基础。这种对话的缺乏和高质量互动的缺失破坏了等效理论原则，该原则认为教学形式不应影响学生学习体验的质量。此外，结果还显示，与基于情绪的应对策略相比，大多数教师积极采用基于问题的应对策略，因为他们努力为学生提供良好的学习机会。
