From physical to hybrid: Listening to Swedish mathematics teachers' views about their teaching and assessment practices

Ernest Ampadu, Elin Ottergren

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

This study explores Swedish mathematics teachers teaching and assessing practices as different hybrid teaching methods were implemented. Data were collectedfrom 51 teachers in the Stockholm region using an open-ended questionnaire. Teachers experienced a developmental leap involving both pedagogical adaptation and the use of technological tools when adapting to hybrid teaching. Quality dialogues, structure and learner autonomy, as well as the integrity of assessment practices were issues of major concern, as most students experienced online and hybrid learning for the first time with limited preparation. These adaptation processes led to an increase in transactional distance, which in turn affected students' autonomy and achievement. The results also show that the reliance on summative assessment became the new normal practice inconsistent with the Swedish way of teaching and assessing student learning. To enjoy the full advantages of hybrid teaching, there is a need to put measures in place to reduce the transactional distance to help improve students' autonomy and achievement.

Original languageEnglish
Title of host publicationHandbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era
PublisherIGI Global
Pages87-105
Number of pages19
ISBN (Electronic)9781668482933
ISBN (Print)9781668482926
DOIs
Publication statusPublished - 15 May 2023
Externally publishedYes

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