Abstract
Teaching in Danish vocational education and training (VET) during the COVID-19 crisis switched to remote teaching from March 2020 and thus occurred under conditions that dif-fered significantly from the ordinary ones. This changed pupils’ context for teacher-guided supervision as well as teachers’ mandatory control of pupils’ attendance. In the article, pupils describe the changed context for the pedagogy in VET in focus group interviews. They also reflect on how it influenced the pedagogy and the way they make themselves visible to the teacher in the digital setting. Drawing on sociological theory, such elements of the pedagogy are analyzed seen in the light of concepts such as power, control, and discipline in the remote teaching.
| Original language | English |
|---|---|
| Publication date | 7 Sept 2021 |
| Number of pages | 1 |
| Publication status | Published - 7 Sept 2021 |
| Event | ECER 2021 - Geneva, Switzerland Duration: 6 Sept 2021 → 10 Sept 2021 |
Conference
| Conference | ECER 2021 |
|---|---|
| Country/Territory | Switzerland |
| City | Geneva |
| Period | 06/09/2021 → 10/09/2021 |
Keywords
- COVID-19
- Vocational Education
- Inclusion
- Foucault
