Abstract
The COVID-19 pandemic allowed several parents to immerse themselves into homeschooling. In the province of Quebec (Canada), homeschooling is on the rise, increasing from 6,000 children in 2019 to 14,000 in 2021. While integrating learning objectives prescribed by current educational curriculum, parents who act as educators also wish to prioritize pedagogical strategies that are congruent with their preferences and values, such as undertaking open projects involving the whole family. However, these parents face challenges in linking learning goals with their projects. As a result, they require support with project design, among other things, through effective planning, autoregulation, and evaluation mechanisms. Therefore, a study involved six novice families who started homeschooling because of the pandemic impact on the provincial school system. Interviews were conducted with the parent-educators before and after providing them with pedagogical support over a 12-week period, during which a metacognitive guide served as a modelling tool. Our findings reveal that continued support is crucial, particularly for two mother-educators who developed strategic knowledge that set them apart from the other participants. This exploratory study motivates further research on homeschooling, given the renewed interest in this form of education and the need to ensure quality education for all children.
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