Action Research on Remote Teaching as an Instrument for Reflection on Online and Face-To-Face Teaching

In this paper we report on an action research project on remote teaching that we designed for students of the preservice graduate teacher education program at the University of Amsterdam when schools closed due to the Covid-19 pandemic. The students were instructed to keep a teaching diary to record their experiences with online teaching for a period of four weeks, which, they reported, helped them to adjust to their new reality. We have, therefore, decided to build on this task and use it as the starting-point of a more elaborate project. One of the most interesting outcome of the project so far is that a first analysis of the entries in the diaries show that reflection on the constraints and affordances of remote teaching have led to reflection on face-to-face practices.