Университетские преподаватели в условиях пандемии: травматический социальный опыт дистанционного обучения

doi:10.31119/jssa.2021.24.4.3

DOI: https://doi.org/10.31119/jssa.2021.24.4.3

Ольга Крокинская Государственный российский педагогический университет имени А.И. Герцена, Санкт-Петербург, Россия krokinskaya@mail.ru

Для цитирования

Крокинская О. Университетские преподаватели в условиях пандемии: травматический социальный опыт дистанционного обучения. Журнал социологии и социальной антропологии, 24(4): 59-89. DOI: https://doi.org/10.31119/jssa.2021.24.4.3

Аннотация

Distance education of the COVID–19 pandemic period is examined in this article from the perspective of the development of educational processes subjected to the crisis experience of lockdown. This experience opens for study not only the clash of tradition and innovation, but also the circumstances of simultaneous immersion into the crisis and overcoming it. P. Sztompka's notion of trauma of social change is used to set the sociological problem. The article presents the results of the sociological project "Institutional and Behavioral Aspects of Distance Education Functioning in the Context of the COVID–19 Pandemic (2020)", carried out in Russian State Pedagogical University named after A.I. Herzen in St. Petersburg. Among the subjects of this research are crisis transformation of university teacher profession and related tensions in the system of university activities. The empirical research explores professional practices and conditions of teachers' remote work, the phenomenon of disappearing boundaries between working and personal time of teachers, the effects of management during the pandemic period. Special attention is paid to the factor of abrupt increase in workload and feelings of overstrain –– physical, mental, emotional; the phenomenon of cognitive failure in the situation of deformed structure of work tasks is outlined. The problem of distance education quality is considered through the evaluation of the effectiveness of communication between teachers and students from the perspective of both groups, the opinions of professionals about the prospects of distance forms in university education, their acceptable and unacceptable scope. The socio-ethical climate of the situation presented as a background of the processes under study is marked and measured by the method of semantic differential. The general result of the analysis made during the survey of university teachers is the conclusion that in the extraordinary situation of the pandemic distance education as a whole has fulfilled its tasks, that it has served as a test of new technological opportunities for education and created the preconditions for its consolidation in the structure of education as one of the basic technologies.

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