Résumés
Abstract
During the Covid-19 pandemic, Montreal Jewish Day Schools shifted to online distance learning. This study follows eight elementary and high school teachers in real-time through observations and group interviews. Applying a Community of Inquiry framework, we unpack the social, conceptual, and pedagogical elements of this pedagogical shift to understand its three “modes”: survival, transition, and innovation, distinguished by stability and connectivity. Peer-to-peer and student-teacher connectivity was mostly underdeveloped and fostered feelings of disappointment and frustration. Teachers varied in their engagement with specific Judaic traditions within their online classrooms and relied on school-wide resources to sustain Jewish identity connectivity for students. The ever-changing timeline of the shifts in conjunction with personally- and community- attributed pressures contributed to teachers’ experiences of anxiety.
Keywords:
- Covid-19,
- Jewish education,
- community of inquiry,
- online distance learning,
- pedagogical shift,
- digital pedagogy
Résumé
Durant la pandémie de la COVID-19, les écoles juives de Montréal ont adopté l’enseignement en ligne. Cette étude suit en temps réel huit enseignant·e·s du primaire et du secondaire au moyen d’observations et d’entretiens de groupe. En mobilisant le cadre de la Communauté d’enquête, nous analysons les dimensions sociales, conceptuelles et pédagogiques de ce virage selon trois « modes » : survie, transition et innovation, qui se distinguent par leur stabilité et leur niveau de connectivité. Les enseignant·e·s ont adapté leur recours aux traditions juives et se sont appuyées sur les ressources scolaires pour soutenir la continuité de l’identité juive. La connectivité entre les enseignant·e·s et leurs élèves demeurait limitée, et l’évolution constante des changements contribuait à générer de l’anxiété.
Mots-clés :
- éducation juive,
- COVID-19,
- communauté d’enquête,
- enseignement à distance en ligne,
- pédagogie numérique
Parties annexes
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