German Teachers’ Digital Habitus and Their Pandemic Pedagogy

Carolyn Blume

91 citations0/0 files storedPostdigital Science and Education

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Education during COVID-19 pandemic Educational Innovations and Technology Digital Education and Society

Abstract

After closing public schools in early 2020 to slow the spread of Covid-19, attempts to provide continuity of education in Germany by means of digital tools faltered in variety of ways, with insufficient competence and inadequate technology leading to inequitable access and uneven implementation. Understanding how German teachers were caught unprepared in this time of crisis, especially in comparison with their European neighbors, requires an examination of their habitus as discussed by Bourdieu and Wacquant (1992) that accounts for their behaviors beyond existing models regarding technology acceptance. Drawing on existing sociological and media-related studies, this contribution will describe the attitudes of German teachers and educational decision-makers in light of their digital, cultural, and educational habitus to provide a partial explanatory account for the current state of affairs. It will show how traditional skepticism for innovation among teachers in general, and German teachers in particular, is reinforced by demographic and sociological characteristics of the German teacher population and the nature of German schooling. After describing extant conditions regarding digitally mediated educational experiences during the initial Covid-19 phase in Germany based on emerging data, this article will subsequently identify prospective issues in this area in the near future. While the transition to digital teaching and learning has the potential to bring about a number of challenges, early data suggests that a possibility of significant positive development may occur as well. Based on these indications, the article will conclude with implications for teacher professionalization going forward.

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1993An Invitation to Reflexive Sociology.1993An Invitation of Reflexive Sociology 2017Effective Teacher Professional Development 2013What is Technological Pedagogical Content Knowledge (TPACK)?2010Teacher Technology Change 2025Contemporary Issues in Technology and Teacher Education 2007Gradations in digital inclusion: children, young people and the digital divide 2001High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox

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2024Explaining primary school teachers’ intention to use digital learning platforms for students’ individualized practice: comparison of the standard UTAUT and an extended model

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