Abstract
Due to the wide application of remote teaching during the COVID-19 pandemic, the foundations of the education system have been shaken; education has entered a new era of teaching and learning on digitalized platforms. How do pedagogues evaluate their experiences when information technologies have become the main axis of carrying out their work? What impact did telework have on pedagogues as employees of an education institution or as individuals? What could be expected from older pedagogues in the shift to using digital means of teaching? These were the main questions raised in this research, the results of which are presented in this article. This research is original because the differences in experiences of telework were studied not only in terms of age and nature of work (professional/leader) but also the type of education institution. This delineation is of key importance in understanding the virtual work challenges faced by pedagogues in schools, professional education institutions, colleges, and universities.
Highlights
The possibilities provided by information and communication technologies in the last decade have created conditions for work outside of the office
How do pedagogues evaluate their experiences when information technologies have become the main axis of carrying out their work? What impact did telework have on pedagogues as employees of an education institution or as individuals? What could be expected from older pedagogues in the shift to using digital means of teaching? These were the main questions raised in this research, the results of which are presented in this article
This delineation is of key importance in understanding the virtual work challenges faced by pedagogues in schools, professional education institutions, colleges, and universities
Summary
The possibilities provided by information and communication technologies in the last decade have created conditions for work outside of the office. Telework has become mandatory in the majority of work fields, creating many challenges in communication, including collaboration over IT platforms. The pandemic has become of point of change, stimulating society to create and adapt to new social norms. In the context of changes due to pandemic, the education sector was affected. Pedagogical work was based on the tradition of direct contact, determined by the nature of the work. The main reason for this is that the relationship between pedagogues and students is inherently based on trust and productive interpersonal contact. Non-contact work, such as checking students’ work and preparing for lectures is not always understood as work requiring intensive mental involvement and long hours [1,2,3], despite research showing that pedagogues’ workload averages 50-plus hours per week [4,5]
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