Latvijas skolotāju skatījums par franču valodas kā svešvalodas stundu vadīšanu klātienē un attālināti
Date
2022
Authors
Abramova, Aleksandra
Journal Title
Journal ISSN
Volume Title
Publisher
Latvijas Universitāte
Abstract
Visu Latvijas skolu piespiedu pāreja tālmācībā pēc paziņojuma par ierobežojumiem Covid-19 pandēmijas laikā iesaistīja skolotājus un izglītojamos jaunajā darba kontekstā. Tādēļ, ka nav izstrādātas un pārbaudītas metodikas kursu izveidei visos priekšmetos un visām klasēm tiešsaistē, skolotājiem bija jāpielāgo kursa materiāls un viņu kursu animācijas tehnikas jaunajai videi. Šī pētījuma mērķis ir identificēt tiešsaistes kursu animācijas īpatnības salīdzinājumā ar klātienes mācībām, pamatojoties uz Latvijas pamatskolas un vidusskolas skolotāju priekšstatiem, domājams par konteksta ietekmi uz kursa animāciju, par klases dalībnieku apmaiņas īstenošanas īpatnībām, kā arī par kursa satura un pasniedzēju izvēlēto metodiskās pieejas maiņu. Prezentētā pētījuma teorētiskā daļa ir veltīta kursa sastāvdaļu un tā animācijas izpētei. Empīriskā daļa satur daļēji strukturētu interviju analīzi, lai noteiktu konteksta ietekmi uz kursa animāciju, komunikācijas modalitāti un divos mācību kontekstos izmantotajiem mācību materiāliem. Iegūtie rezultāti atklāj, ka tiešsaistes kontekstā kurss ir ievērojami ierobežotāks salīdzinājumā ar klātienes kursa animācijas kontekstu visu parametru ietvaros tehnisku ierobežojumu dēļ.
The forced passage of all Latvian schools at a distance learning following the announcement of confinement during the Covid-19 pandemic involved all teachers and learners in the new work context. In the absence of a developed and tested methodology for setting up courses in all subjects and for all audiences online, teachers have had to adapt the course material and their cours animation techniques to the new environment. The objective of this study is to identify the particularities of the animation of the courses held online compared to those given in face-to-face learning at the base of the perceptions of the Latvian teachers of the primary and secondary school. We wonder about the impact of the context on the animation of the course, about the particularities of the implementation of the exchanges between the actors of class as well as about the change of the contents of the course and the methodological approaches chosen by the teachers. The theoretical part of the presented research is devoted to the study of the components of the course and its animation. The empirical part contains an analysis of the semi-structured interviews to identify the impact of the context on the animation of the course, the modality of communication and the teaching materials used in two learning contexts. The results obtained reveal that the context of the online course is considerably limited compared to the context of the animation of the face-to-face course for all parameters due to technical limitations.
The forced passage of all Latvian schools at a distance learning following the announcement of confinement during the Covid-19 pandemic involved all teachers and learners in the new work context. In the absence of a developed and tested methodology for setting up courses in all subjects and for all audiences online, teachers have had to adapt the course material and their cours animation techniques to the new environment. The objective of this study is to identify the particularities of the animation of the courses held online compared to those given in face-to-face learning at the base of the perceptions of the Latvian teachers of the primary and secondary school. We wonder about the impact of the context on the animation of the course, about the particularities of the implementation of the exchanges between the actors of class as well as about the change of the contents of the course and the methodological approaches chosen by the teachers. The theoretical part of the presented research is devoted to the study of the components of the course and its animation. The empirical part contains an analysis of the semi-structured interviews to identify the impact of the context on the animation of the course, the modality of communication and the teaching materials used in two learning contexts. The results obtained reveal that the context of the online course is considerably limited compared to the context of the animation of the face-to-face course for all parameters due to technical limitations.
Description
Keywords
Valodniecība , kursu animācijas tehnikas , tālmācība , tiešsaistes komunikācija , franču valoda kā svešvaloda , tiešsaistē