Changes in teaching due to COVID-19 for secondary school teachers in the Netherlands

Abstract

This research describes the changes that teachers experienced during the COVID-19 closing of schools, and how teachers adapted to these changes. March 2020, the Netherlands switched to distance education through digital tools (technology-based learning) during the COVID-19 closing of schools. From May 11th 2020 until June 1st 2020, a survey questionnaire was filled out by 160 secondary school teachers of all school courses across the Netherlands. The survey shows that distance education complicated interaction and required a bigger time investment by teachers. As a result lessons were condensed to the core content. This left teachers feeling a loss of control over their students learning process. They dealt with this loss by leaving more responsibility with the student, by more formative assessment, and by letting students hand in homework through digital tools. The forced distance education led to a more positive opinion of teachers towards technology-enhanced learning. Teachers intend to keep these changes even after schools open again. School organizations can help teachers by providing support on the elements of time and interaction. This support could be provided by facilitating collaboration between teachers, training on technological pedagogical knowledge, consolidating the psychological transition, providing technical support and materials, and encouraging innovation.