EXPLORING TRACES OF ERT IN POST-PANDEMIC TEACHING PRACTICES AMONG SWEDISH TEACHERS

Abstract: Purpose: This thesis aims to explore how upper-compulsory and upper-secondary teachers talk about their (emergency) remote teaching practices, and if and in what manner such remote teaching practices have had consequences for teachers’ post-pandemic teaching practices. Theory: This thesis takes its theoretical outset from a sociocultural perspective, focusing on analytical concepts such as the Zone of Proximal Development, Scaffolding and the Initiation – Response – Evaluation for understanding teaching practices. Method: A qualitative study was conducted using interviews as the main method and reflexive thematic analysis was used for analysing the data. Results: Results show five major themes of emergency remote teaching practices taking place during the Covid-19 pandemic. These relate to the transition to Emergency Remote Teaching, and the resulting lack of response from students connected to the practice of Emergency Remote Teaching. The results also showed evident changes in the scaffolding and feedback practices in the post-pandemic teaching practices, as well as in how teacher-student as well as home-school communication were maintained.