Due to the COVID-19-crisis Distance Learning was everyday school life for most of the pupils in Europe and around the world. In Austria school-age children were taught in Homeschooling in three longer periods so far. The first cycle of Distance Learning for school-age children in Austria lasted from 16 March until 15 May 2020, the second cycle from 17 November until 7 December 2020 and the third cycle began on 7 January 2021 and is still going on. These times are characterized by unexpected challenges, rapid changes and uncertainties for teachers and pupils. Nevertheless, it is also an opportunity to learn and gain deeper insight in one’s own professionalism. Reflection is one of the key competencies for a teacher’s professional attitude and critical thinking in and about professional lives.
“Donald Schön, who created the concept of the “Reflective Practitioner” understood “practice” not as an area of concrete, consistent problems and unambiguously clear goals, but rather as a complex, unique area marked by instability and uncertainty and subject to a variety of conflicts of interest and values” (Turner 2017,62; Schön 1983, 49). This seems in times of the COVID-19-crisis more relevant than ever.
Against this theoretical background, the authors like to emphasize the importance of reflection in professional development concerning the challenges and change in the teacher-student-relationship in the current COVID-19 situation.
However, the challenges are very complex. In the course of the literature search it was noticeable that recent studies mainly focus on the technical implementation of digitalisation in the classroom. In regard to interaction one can take a closer look on Kerres’ assumptions. Through new forms of representation and interaction it is possible to simplify teaching and learning through new methods which overall leads to more effective learning outcomes (Kerres 2003, 2). Focus is on the change of teaching and learning through new media and not intensively on the relationship between the individuals in a classroom. With regard to interaction in the field of digital media in the classroom recent studies mainly focused on the interaction based on learning programmes. Here, in this study we focus on the changes, challenges and learnings for the educational relationship through Distance Learning.
One of the central questions is: “To which extend were teachers aware of what was going on in students emotionally in times of Distance Learning and how did this affect the way of teaching and interaction with the pupils?” (Kreuzer & Turner 2020; Turner 2018). We would like to discuss this research question against the background of Schön’s concept of the “Reflective Practitioner” and the context of emotional closeness and distance (Dörr & Müller 2007). One of the hypotheses of the research team was that through the distance in Homeschooling, the relationship of students and teachers got weaker.
In context of the research project “Digi4Learners” (Turner & Scherde 2019) interviews were conducted with teachers of secondary schools in Austria. These schools are referred to as “Mittelschule” (secondary school) and include children from the age of 10 until 14.
In this paper the authors try to connect the personal relationship between students and teachers in Distance Learning to Professional Development. Further, one can say that the focus will be on changes in teaching that were made because of Distance Learning based on reflective processes of teachers. The goal is that the results of this study are also used in teacher training and education.