Zürcher Evaluation Fernlernen. Teilprojekt 3: Aufarbeitung der Fernlernerfahrungen im Schulteam (How have school teams experienced distance learning in their school?)

Autorinnen und Autoren Enikö Zala-Mezö, Johanna Egli, Julia Häbig, Reto Kuster
Institution(en) Zurich University of Teacher Education (Centre of School Improvement)
Zeitpunkt(e)/Zeitraum der Erhebung(en) ongoing study
Art der Stichprobe und Benennung der Personengruppe(n) und Anzahl

Primary ,Secondary



Fragestellung(en) der Befragung

The aim of the paper is to make the collective experiences during the Covid-19 shutdown visible. We expect that understanding the management of this unprecedented situation shed light on the general working mechanism of schools. The shutdown posed significant and completely unexpected challenges for schools, which can be seen as a possible impulse for school improvement.
We understand school improvement as a complex process and emergent relational phenomenon constructed collectively through actions. The study question is: How do school members describe their experiences and which narrative they find for the extraordinary situation? What orientations can be recognized in their collective storytelling?
We follow a practice theory approach where practice is routinized but at the same time is relational and contingent (Reckwitz, 2002), which means that change and reproduction of existing patterns are both real options (Feldman & Pentland, 2003). Observing and analyzing discourse practice – considered as one form of practice – means the reconstruction of the implicit knowledge (‘second order’) underlying school practices (Bohnsack et al., 2019).
To answer the research question posed, it was essential to cover the schools’ internal perspective on the shutdown. Teams were therefore given the opportunity to express their views in an open group discussion, induced by a short non-restricting impulse (Przyborski & Wohlrab-Sahr, 2014). We conducted, recorded, transcribed, and analyzed group discussions in seven schools of the city of Zurich. In each school, six to eight educators with different professional backgrounds (Principals, class teachers, daily care specialists, teachers for special needs, school social workers) participated. Data were analyzed with the documentary method (Bohnsack, 2010) to deepen understandings and compare schools. This method allows us to reconstruct collectively shared, tacit knowledge of school teams leading the shared practices within schools. Studying school-specific collective patterns rather than individual ones helps to better understand the way in which schools act in a given situation through uncovering hidden enduring patterns. It is assumed that common routines influence individual practice of teachers, so change should focus on the collective level.




Diese Information wurde am 16. April 2021 aus dem Repositorium Airtable entnommen.

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