Russian school teachers’ experience in conducting distance lessons

Diana Korolieva (), Kseniya Adamovich () and Tatiana Khavenson ()
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Diana Korolieva: National Research University Higher School of Economics (Russian Federation)
Kseniya Adamovich: National Research University Higher School of Economics (Russian Federation)Title: Job-education mismatches among university graduates
Tatiana Khavenson: National Research University Higher School of Economics (Russian Federation)Title: Job-education mismatches among university graduates

Monitoring of Education Markets and Organizations (MEMO), 2020, issue 6, 1-5

Abstract: This paper presents the analysis of the Russian school teachers’ readiness for a distance-learning format. The study is based on a survey of teachers and school leaders conducted by the Laboratory for the Study of Innovations in Education (National Research University Higher School of Economics) in March 2020. The survey includes data of 8 188 teachers and principals from 190 schools in 20 Russian regions. The results of the analysis do not allow us to represent it on the general teacher population, however, it helps to identify the most vulnerable categories of school workers who may need additional support. The most vulnerable groups of educators are school psychologists, social teachers, and school methodologists. They need additional training and support when moving to a distance format. Lack of experience in remote work is most acutely felt among teachers of Russian language and Mathematics, as well as among Fine Arts teachers and PE teachers. Teachers of ICT, Physics, and Foreign Languages were the most prepared for the use of distance technologies. Teachers from the non-formal education sector are poorly involved in the process of moving to distance today.

Keywords: education institutions; preschool education; education market (search for similar items in EconPapers)
JEL-codes: I21 I22 (search for similar items in EconPapers)
Date: 2020
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