Organizational Learning and Resilience in Hungarian Schools During COVID-19 Distance Education – Study of two cases

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dc.contributor.authorKopp Erika
dc.contributor.authorPesti Csilla
dc.date.accessioned2023-11-20T10:46:26Z
dc.date.available2023-11-20T10:46:26Z
dc.date.issued2022
dc.description.abstractIn 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 organizations. 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 organizational 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 organizational level in both cases concerning teachers’ learning solutions, and these are related to previous routines on knowledge sharing.
dc.identifier.doi10.1080/02619768.2022.2154205
dc.identifier.issn1469-5928
dc.identifier.mtmt33288868
dc.identifier.urihttps://krepozit.kre.hu/handle/123456789/488
dc.language.isoen
dc.relation.ispartofEUROPEAN JOURNAL OF TEACHER EDUCATION 2022 : dec 05 pp. 1-20. , 20 p. (2022)
dc.titleOrganizational Learning and Resilience in Hungarian Schools During COVID-19 Distance Education – Study of two cases
dc.typeArticle
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