Organisational Learning and Resilience in Hungarian Schools During Covid-19 Distance Education – Study of Two Cases

Bibliographic Data

ID21496461
AuthorsErika Kopp (0000-0001-6558-5351, Eötvös Loránd University, corresponding author), Csilla Pesti (0000-0001-9019-0036, Károli Gáspár University of the Reformed Church in Hungary)
Year2022
Pages1-20
Publication date2022-12-05
Open AccessNo
TypeARTICLE
VenueEuropean Journal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0261-9768 • E-ISSN: 1469-5928
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02619768.2022.2154205
OpenAlexW4311620395
LanguageEN
Citations received2
References cited23

In the spring of 2020, as a reaction to the COVID-19 situation, many school systems have transitioned to distance education. This posed extreme challenges to schools that resulted in a greater need for prompt teacher learning based on knowledge sharing within the organisations. This change was particularly radical in countries where schools had little or no routine in this regard, including Hungary. Although data is available on the individual and systemic processes, there is a lack of in-depth analysis of whether/how this transition to distance education affected school processes, with a special focus on organisational resilience. Our case study compares two Hungarian schools to reveal how in-service teacher learning affected organisational resilience. The results show that there were major changes at the organisational level in both cases concerning teachers’ learning solutions, and these are related to previous routines on knowledge sharing

Distance education · Knowledge management · Learning organization · Mathematics education · Pedagogy · Psychological resilience · Sociology · Computer Science · Medicine · Psychology · Resilience and Mental Health · Social Psychology · Software Engineering Techniques and Practices · Supply Chain Resilience and Risk Management

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