engleski

PARENTS IN THE ROLE OF TEACHER'S ASSISTANTS

Caught in the conditions of the global pandemic of the disease COVID-19 and the cessation of "normal life" distance learning was the only possibility to continue the educational process. Apart from teachers and children, parents were also indirectly involved in the implementation of distance learning. This applies in particular for childrens from lower grades primary school, as in addition to adjusting to school and learning in general, they found it even more difficult to apply the teaching process that moved from the school environment to the virtual world. Without the help of parents, such students would not be able to follow online lessons on their own in terms of accessing and using digital tools. This research focuses on the analysis of distance learning from the perspective of parents who found themselves in the role of teacher assistants. The research will show attitudes and reactions of parents to the new way of teaching, from information on the used digital tools and ICT equipment, their competencies for monitoring online classes, interaction with the child, communication with the teacher, time spent with the child in class, homework, parental assessment of the level of workload of students with distance learning, level of satisfaction and personal experience through indirect involvement in the teaching process. Social status will be determined and issues related to parent / teacher competencies will be developed as a starting point for research methodology that aims to determine the impact of these competencies on the success of mastering the teaching. The thesis is based on the conceptualization of the social status of the family, the competencies of the parents and the results of the learning outcomes of students in the pandemic COVID-19. The proposed methodology is placed in a qualitative methodological paradigm and consists of: a questionnaire for parents and a focus to group. The purpose of this research is to determine how social and competence framework, in which teaching and learning took place, have impact to final outcome of education at the time of the COVID-19 pandemic, and further to prove that the social status and competencies of parents significantly influenced learning outcomes.

parent ; teacher ; education ; competencies ; digital competencies

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