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This study aims to explore virtual leadership work within educational settings in the light of social disruption. In 2020, a global pandemic changed the way we work. For…
This study aims to explore virtual leadership work within educational settings in the light of social disruption. In 2020, a global pandemic changed the way we work. For school leaders, that involved running a virtual school overnight. Although there is a stream of research that explores leadership in solely virtual communities, there is a gap in the literature regarding practices that transition from analog to virtual practices and the changes in leadership in those types of work practices.
The data gathering method constitutes a questionnaire to explore school leaders’ experiences of virtual work and virtual leadership in light of social disruption. One hundred and five Swedish school leaders answered the questionnaire covering both fixed and open questions.
The results show that school leaders’ general experiences of transition to virtual school have worked relatively well. We show how the work changes and shift the focus in the virtual workplace.
The author’s contributions include theorizing about leadership affordances in virtual schools and providing implications for practice. The authors summarize our main contribution in five affordances that characterize virtual leadership, including a focus on core activities, trust-based government, 1:1 communication with staff, structure and clarity and active outreach activities. The results could be interesting for understanding the radical digitalization of leadership in the digital workplace.
Due to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of…
Due to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of research that addresses digitalization in education in light of the pandemic. Previous studies show that the challenges with the sudden intensification of digitalization have been particularly challenging in practical and aesthetic subjects. The research question is as follows: What challenges did vocational teachers experience during the emergency remote teaching caused by Covid-19 and what emergent tactics can be identified in vocational teaching practice?
The empirical data consists of (1) interviews with two vocational teachers and, (2) workshops with 25 teacher students from different vocational programmes that addressed vocational teaching during the Covid-19 crisis.
Emergency remote teaching meant challenges due to the changed socio-material environment that cannot easily be transformed to a vocational teaching setting. The challenges were related to authentic situations and material, problem solving and dexterity. Tactics that emerged as a response to the challenges were mainly connected to attempts to mimic vocational practices.
Contributions include explaining specific challenges and possibilities in developing vocational competence when teaching is digitalised. Furthermore, it increases the understanding of the relationship between theory and practice in vocational education. By adopting a socio-material perspective on vocational competence, the authors enhance the understanding of the importance of a shared socio-material environment.