Impacts of distance learning on parents and their attitude towards their children's school education
Abstract
The lecture presented the main research findings of the author. Satisfaction with coping with distance learning was decreasing - despite the fact that about two-thirds of them were satisfied.
Parents evaluated teachers' communication with pupils more critically at the end of the period - virtual classes teaching took place more often, but about 20% of parents say that they did not have valuable pedagogical contact. On the contrary, the communication of teachers with parents has intensified (60% declare it at least once a week) Paradoxically, despite more communication with parents, their criticism has increased: in parents with low SES, who feel exhausted, do not feel competent, do not understand the requirements of the school, criticize overload.
Increased communication with teachers then leads to self-blame and resignation - parents show dissatisfaction and concerns. According to parents with high SES, the school at this time does not stimulate pupils enough, it builds on facts, not on creative activities, their children mainly lack peers.
The most critical category is not the 1% completely out of any control (it is not just a matter of education, but more sectoral measures), but families with low SES who work away from home for a long time, see their child as a good or potentially excellent pupil, have educational ambitions with him, devote a lot of time to him, but do not understand school and do not know how to do it.