2023-11-09 05:30:09
This constituted the greatest disruption to the educational sphere that the modern world has known, underlines UN Secretary-General Antonio Guterres. The Covid-19 pandemic led to the sudden closure of schools across the world in 2020. Nearly 1.6 billion learners have been affected. In France, a large number of pupils and students have had to follow their lessons from home, via screen. It is up to teachers to ensure, through improvisation, this “pedagogical continuity”.
The event, which caused general astonishment, is known. What is less clear, however, is the way in which the teachers internally lived this forced experience. What impact on their psyche, but also on their methods and on the learning they were able to transmit?
Professor of educational sciences at the University of Rouen-Normandy, Jean-Luc Rinaudo examined these questions in a book published by Erès, Teaching: whatever it costs? A work through which he explores the experiences of the actors of this unprecedented episode, through numerous testimonies, regularly calling on psychoanalytic analysis and highlighting the force of the unconscious processes at work.
During this period, teachers had to take up a first challenge: finding “the right distance” in their relationship with pupils and students. “Participants in virtual classes can feel a feeling of the presence of the other, provided that this presence does not become invasive or intrusive and that the limits of intimacy are preserved”, indicates the author. They also had to maintain a connection with the students, a priority issue in the eyes of a teacher, Stéphanie: “Relational issues have taken precedence over the very content of the knowledge to be taught. »
Interactions are erased
Mr. Rinaudo notes how the conditions of practicing the teaching profession may have put teachers to the test, in this “situation which resembles[ait] at school but not [était] qu’un replacement ». In fact, they had to practice their profession in front of a computer, “trunk teacher”, in an often disembodied relationship. Worse: in many cases, they were only faced with a black screen, the learners’ cameras not being activated. Teachers then no longer had the opportunity to rely on students’ reactions to understand how their speech was received.
The interactions are erased, the trainers can then experience themselves as simple “teaching machines”. Likewise, they delivered their lessons in unusual silence. “An ordinary class rustlesreppelle M. Rinaudo. The teacher who experiences the feeling of being alone, of speaking into a void, can legitimately question the meaning of his professional practice and feel a form of loss of his identity. »
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