https://orcid.org/0000-0002-2110-0575
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ABSTRACT
As part of the large-scale ‘COVID-19, Building Back Better’-project, primary school (grade 0-6) stakeholders (students (N = 2.427), parents (N = 153), school staff (N = 176) and school leaders (N = 14)) answered the open-ended survey-question: ‘What have you learned during the COVID-19 pandemic that could be used to make school and teaching better in the future?’. The responses are inductively organised. The analysis points at several learning potentials from COVID-19 and suggests different politically and ethically feasible focus points for quality teaching and education after COVID-19 (e.g. more efficient teaching/worktime, a focus on students’ and school staff’s well-being in school, outdoor teaching/outdoor time, movement in teaching, online teaching, new and creative teaching methods, clear and simple structure, shorter school days, no parents at school, improved school-home collaboration and information/communication from school). We discuss the feasibility of implementing the suggestions and argue for cooperative procedures paying attention to contradicting perceptions when reimagining education in the future.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 Teachers and pedagogue are educated in the same professional environment and trained for work with children, learning, learning environments, play and well-being, but with different focus on and weighting of the different aspects. While the teachers' focus is on learning and teaching both in a general perspective and in specific subjects, the focus of the pedagogues is on the learning environments, play and well-being.