Distance education for pupils with intellectual disabilities – teachers’ experiences

Full Te ms & Condi ions o access and use can be ound a h ps://www. and online.com/ac ion/jou nalIn o ma ion?jou nalCode=zedu20 Educa ion Inqui y ISSN: (P in ) (Online) Jou nal homepage: www. and online.com/jou nals/zedu20 Dis ance educa ion o pupils wi h in ellec ual disabili ies – eache s’ expe iences Riikka Si kko & Ma ja a Takala To ci e his a icle: Riikka Si kko & Ma ja a Takala (2024) Dis ance educa ion o pupils wi h in ellec ual disabili ies – eache s’ expe iences, Educa ion Inqui y, 15:2, 147-163, DOI: 10.1080/20004508.2022.2073054 To link o his a icle: h ps://doi.o g/10.1080/20004508.2022.2073054 © 2022 The Au ho (s). Published by In o ma UK Limi ed, ading as Taylo & F ancis G oup. Published online: 08 May 2022. Submi you a icle o his jou nal A icle iews: 961 View ela ed a icles View C ossma k da a Ci ing a icles: 1 View ci ing a icles Dis ance educa ion o pupils wi h in ellec ual disabili ies – eache s’ expe iences Riikka Si kko and Ma ja a Takala Facul y o Educa ion, Uni e si y o Oulu, Oulu, Finland ABSTRACT Due o COVID-19, schools closed in Finland o eigh weeks in he sp ing o 2020, and eaching was conduc ed using dis ance edu- ca ion. Teache s used hei p o essional agency o ensu e a con inua ion o hei s uden s’ lea ning. This s udy ocuses on he expe iences o eache s who augh pupils wi h in ellec ual disabili ies du ing he dis ance educa ion pe iod. The esea ch ques ion is: Wha kind o expe iences did he eache s ha e wi h dis ance educa ion? The da a we e collec ed ia an elec onic ques ionnai e and analysed using quali a i e con en analysis. The esul s we e examined using eache s’ p o essional agency as a heo e ical lens. The esul s showed ha eache s encoun- e ed many challenges and emo ions a he beginning, bu du ing dis ance educa ion, hey lea n new ways o each and suppo pupils and amilies. Teache s’ agency was sp ead be ween sup- po ing he agency o pupils and gua dians. These a e discussed in he a icle. ARTICLE HISTORY KEYWORDS COVID-19; pupils wi h in ellec ual disabili ies; dis ance educa ion; eache s; p o essional agency In oduc ion The COVID-19 pandemic changed educa ion in many coun ies, including Finland. T ansi ion o dis ance educa ion in he sp ing o 2020 was unp eceden ed because he Finnish Basic Educa ion Ac (628/1998) does no ecognise he possibili y o dis ance educa ion in compulso y educa ion. The quickly p epa ed Eme gency Powe Ac (Pa liamen o Finland, 2020) allowed schools he ansi ion o dis ance educa ion due o he COVID-19 pandemic. Howe e , i g an ed pupils om g ades 1‒3 and pupils who needed special suppo he igh o s udy a school i pe mi ed by hei gua dians. O he wise, eaching was o ganised as dis ance educa ion o all pupils (Pa liamen o Finland, 2020). Nume ous pupils wi h in ellec ual disabili ies (ID) s udied a home. Schools all o e we e closed, and eaching was conduc ed h ough dis ance educa ion o se e al weeks in he sp ing o 2020 (Adi ya, 2021; Judge, 2021). E en in excep ional ci cums ances, such as he COVID-19 pandemic, schooling and s udying a e essen ial o child en and young people, as hey con ibu e o main aining a sa e and s able daily li e. Acco ding o a epo om Unice (2020), many child en we e a isk o alling behind due o school closu es du ing he COVID-19 pandemic. No ably, dis ance educa ion does no mean homeschooling; he e, he eache , no he CONTACT Riikka Si kko [email p o ec ed] Uni e si y o Oulu, Oulu, Finland EDUCATION INQUIRY 2024, VOL. 15, NO. 2, 147–163 h ps://doi.o g/10.1080/20004508.2022.2073054 © 2022 The Au ho (s). Published by In o ma UK Limi ed, ading as Taylo & F ancis G oup. This is an Open Access a icle dis ibu ed unde he e ms o he C ea i e Commons A ibu ion-NonComme cial License (h p:// c ea i ecommons.o g/licenses/by-nc/4.0/), which pe mi s un es ic ed non-comme cial use, dis ibu ion, and ep oduc ion in any medium, p o ided he o iginal wo k is p ope ly ci ed. gua dians, p ima ily handles educa ion ollowing he cu icula (Heinonen, 2020). Howe e , Downes (2013), in his s udy o Aus alian dis ance educa ion, no ed ha he gua dian’s ole in dis ance educa ion is c ucial. In an unp eceden ed si ua ion, schools had o ind ways o se e pupils academically, socially and emo ionally om a dis ance (Kie & Cla k, 2020). Teaching and con ac s wi h pupils and gua dians had o occu in a new way, p ima ily using in o ma ion and communica ion echnologies. We we e in e es ed in how he eache s augh when he “ ou ines b oke down”, and we se he esea ch ques ion: Wha kind o expe iences did eache s ha e wi h dis ance educa ion? Wi h his esea ch, we in end o highligh eache s’ expe iences and p o ide some guidelines o possible u u e dis ance educa- ion si ua ions. In o de o do his, we will use he concep o p o essional agency. Hi lin and Elde (2007, p. 176) desc ibe agency in many ways bu also as he “abili y o inno a e when ou ines b eak down”. I is he e o e e y app op ia e in he COVID-19 si ua ion. Many pupils wi h ID need ex a suppo o lea ning, which may cause special challenges o pupils, gua dians and eache s. Due o he sudden closu e o schools, pupils los di ec social in e ac ion wi h hei pee s, and gua dians aced se e al demands when suppo ing hei child en’s educa ion (Bhamani e al., 2020). The eache s also aced new challenges. Educa ion o pupils wi h in ellec ual disabili ies in Finland Pupils wi h ID could ha e signi ican limi a ions in in ellec ual unc ioning and adap- i e beha iou , such as e e yday social and p ac ical skills (AAIDD, 2020). IDs is o en di ided in o ou le els (mild, mode a e, se e e and p o ound), depending on in ellec- ual and adap i e unc ioning and in ensi y o suppo needs. Pupils wi h mild disabili y o en need in e mi en assis ance, while pupils wi h a p o ound disabili y may need equen suppo (Pa el, G eydanus, & Me ick, 2014). Because o a ious needs, he indi idualisa ion o eaching is he basis o educa ing pupils wi h ID in Finland as well as in e na ionally (Pa el e al., 2014; Rä y, Vehkakoski, & Pi imaa, 2019). In Finland, pupils wi h ID can ha e a decision o special suppo , 11-yea compul- so y educa ion and indi idualised lea ning goals (Finnish Basic Educa ion Dec ee, 628/ 1998). A h ee- ie ed suppo model is used in Finnish schools – gene al, in ensi ied and special suppo – as de e mined by he Finnish Na ional Agency o Educa ion (2016). Di e se pupils ecei e special suppo (Kokko e al., 2013). Hence, he indi i- dual educa ion plan (IEP) is an essen ial documen in special educa ion (Rä y e al., 2019). I includes he aims, con en s, eaching a angemen s, pedagogical me hods, and suppo and guidance needed o a pupil (Finnish Na ional Agency o Educa ion, 2016; Kokko e al., 2013). The ehabili a ion aspec is also closely ela ed o he eaching o pupils wi h ID. The goals include imp o ing he in e ac ion be ween he pupil and he en i onmen and suppo ing he pupil in li ing independen ly in he u u e. These goals ha e been econciled wi h he pupil’s indi idual aims (Koi ikko & Au i-Rämö, 2006). The educa ion o pupils wi h se e e ID is o ganised using he ac i i y a ea-based cu iculum model ins ead o he con en -a ea subjec model (e.g. science, ma hs, e c.). Pupils’ indi idual aims guide hei educa ion. Some imes hese pupils can also s udy 148 R. SIRKKO AND M. TAKALA di e en subjec s like ma hema ics, mo he ongue o physical educa ion, bu he goals a e indi idually designed. (Pi imaa, Rä y, Kokko, & Kon u, 2015) Pupils wi h ID can s udy in a gene al educa ion class, special educa ion class o a special schools. School place depends on communi ies’ p ac ices and gua dian’s decision. Howe e , Finland has a commi men o p o ide inclusi e educa ion and suppo he educa ion o pupils wi h ID in neighbou hood schools (Finnish Na ional Agency o Educa ion, 2016). A special class wi h pupils ha ing mode a e o se e e ID may no ha e mo e han eigh pupils. The g oup size mus be less han six when i comp ises pupils wi h p o ound ID. I a pupil wi h ID is placed in a gene al educa ion class, he g oup size should no exceed 20 pupils (Finnish Basic Educa ion Deg ee, 628/1998). These egula- ions y o ensu e adequa e lea ning suppo . Ne e heless, inclusion has no been widely used wi h ID pupils in Finland (Finnish Minis y o Educa ion and Cul u e, 2014). Teache s’ p o essional agency and eache s’ digi al compe encies Wo king as an expe equen ly includes an agency (Hallamaa, 2018). The agency is no some hing ha people ha e o possess bu some hing ha is achie ed and done (Bies a & Tedde , 2007). The agency is ealised h ough an in e play o indi idual capaci y and social and ma e ial condi ions (P ies ley, Bies a, Philippou, & Robinson, 2015a; P ies ley, Bies a, & Robinson, 2015b). Teache s a e highly educa ed in Finland; hus, hey a e au onomous wi h hei p o essional agency (Sahlbe g, 2013) wi hin he limi s o cu en egula ions and laws. Also, many con ex ual issues, such as class size o a ailable ma e ials, a ec agency (Bies a, P ies ley, & Robinson, 2015a). A bes , he e is a clea connec ion be ween agency and p o essional de elopmen (Philpo & Oa es, 2017). P o essional agency in ol es c ea i e wo k p ac ices and inno a i e wo k beha- iou s (P ies ley e al., 2015a; Vähäsan anen e al., 2019), which a e needed when schools suddenly mo e o dis ance educa ion. The concep o p o essional agency is mul idimensional and can be iewed om a ious heo e ical2019 amewo ks (Clandinin & Husu, 2017; E eläpel o, Vähäsan anen, Hökkä, & Paloniemi, 2014; P ies ley e al., 2015a). In his s udy, we conside agency h ough P ies ley e al.’s (2015a, 2015b) ecological model (Figu e 1). O iginally hese h ee a eas we e p esen ed by Emi baye and Mische in 1998, when hey sugges ed ha he achie emen o agency needs o be unde s ood as a con igu a ion o in luences om he pas , o ien a ions owa ds he u u e and engagemen wi h he p esen . They named he dimensions o agency as he i e a ional, he p ojec i e and he p ac ical-e alua i e dimension. They spoke o a “cho dal iad o agency wi hin which all h ee dimensions esona e as sepa a e bu no always ha monious ones” (Emi baye & Mische, 1998, p. 972). The model highligh s ha he agency is in o med by pas expe iences, bo h p o essional and pe sonal expe ience. The model also emphasises ha he achie emen o agency is always o ien a ed owa ds he u u e wi h a combina ion o sho e m and long- e m objec i es and alues. In addi ion, agency is enac ed in a conc e e si ua ion, he e o e bo h being cons ained and sup- po ed by cul u al, s uc u al and ma e ial esou ces a ailable o ac o s (P ies ley, Bies a & Robinson, 2015b). The i e a ional pa in ol es he pe sonal and p o essional pas o he eache . The i e a ional aspec s include pe sonal capaci y, pe sonal and p o essional belie s and EDUCATION INQUIRY 149 alues. (P ies ley e al., 2015a, 2015b). Teache s ha ing mo e o expe ience migh be expec ed o be able o de elop mo e expansi e o ien a ions o he u u e and d aw upon a g ea e ange o esponses o he challenges o he p esen con ex , han hei less expe ienced colleagues (P ies ley e al., 2015b). The p ojec i e pa con ains o wa d- looking, sho - and long- e m plans, which a e always based on he eache ’s p io expe iences. Also he e, he long expe ience is supposed o gi e he eache mo e epe oi e and possibili ies (P ies ley e al., 2015b). The p ac ical-e alua i e pa con- ains he missing p esen and impo an cul u al, s uc u al and ma e ial aspec s, such as poli ical p inciples, he cu iculum and si ua ional ac o s. Al hough agency is in ol ed wi h he pas and he u u e, i can only e e be “ac ed ou ” in he p esen . (P ies ley e al., 2015b) Agency is no a s a ic concep bu de elops o e ime (Eh en, Romi i, A ms ong, Fishe , & McWho e , 2021). P ies ley e al. (2015a, 2015b) de ined agency as a empo ally embedded p ocess. Teache s’ agency is also highly ela ional and embedded in p o essional in e ac ions be ween o he eache s, pupils and o he people who a e connec ed o he school (Iman s & Van de Wal, 2019; Pyhäl ö, Pie a inen, & Soini, 2014). Agency also in ol es powe , and powe ela ionships a e an essen ial pa o eache s’ agency (E eläpel o e al., 2014). Teache s’ powe appea s in eache ’s au onomy, and au onomy can be desc ibed as eache s’ abili y o ac independen ly, also when changes occu (Molla & Nolan, 2020). Teache s can be seen as school de elope s and an impo an pa o he schools’ change p ocess (Pyhäl ö e al., 2015). Thus, eache s a e o en called agen s o change (Iman s & Van de Wal, 2019; Pan ić, 2015; P ies ley e al., 2015a). Du ing he COVID- 19 pandemic, eache s wo ked as ac i e agen s o p omo e hei s uden s’ lea ning. Ne e heless, he changes in educa ion implemen a ion ha e also es ed pe sonal capaci ies and indi idual and collec i e agency (Eh en e al., 2021). Teache s’ digi al compe encies can be seen as one o he necessa y 21s cen u y skills (Kuusimäki, Uusi alo-Malmi aa a, & Ti i, 2019; Siddiq & Sche e , 2016; an Laa , an Deu sen, an Dijk, & de Haan, 2017). Finnish eache s’ digi al skills ha e been he Figu e 1. Modi ied ecological model o agency by P ies ley e al. (2015a, p. 4) 150 R. SIRKKO AND M. TAKALA subjec o s ong de elopmen since 2016, when he new Finnish Na ional Co e Cu iculum o Basic Educa ion was in oduced (Tanhua-Pii oinen, Kaa akainen, Kaa akainen, & Vi eli, 2020). The Na ional Co e Cu iculum (Finnish Na ional Agency o Educa ion, 2016) se s goals o he eaching o in o ma ion and commu- nica ion echnologies. Teache s had pe haps no been ac i ely in ol ed in using digi al ools; now hey had o and, in he u u e, eache s ha e skills o con inue using digi al de ices and ools. The aim o he Repo o Comp ehensi e Schools in he Digi al Age II was o c ea e a ounda ion o he use o up- o-da e esea ch da a on he educa ion sec o in cen al go e nmen decision-making (Tanhua-Pii oinen e al., 2020). The epo showed ha , in Finland, eache s’ digi al skills depend on he eache ’s pe sonal in e es s. The us in one’s digi al skills signi ican ly inc eases wi h a eache ’s willingness o use digi al echnology as pa o eaching (Tanhua-Pii oinen e al., 2020). I has been shown ha he use o digi al lea ning equi es sel -e icacy om he eache and o ganisa ional suppo (Bö ne -Ringleb, Casale, & Hillenb and, 2021). Ma e ials and me hods The da a we e collec ed ia an elec onic ques ionnai e om eache s o pupils wi h ID. The ques ionnai e was open o eigh weeks du ing he dis ance educa ion pe iod. I included 12 quan i a i e and 17 quali a i e ques ions. We used en quan i a i e back- g ound ques ions o de e mine gende , wo k expe ience, school le el, p o essional i le, he composi ion o he g oup o pupils o be augh and hings ela ed o he imple- men a ion o dis ance educa ion, such as equipmen p o ided by he employe . The open-ended ques ions we e used o gain a ep esen a i e o eache s’ expe ience and oice. O en, one esponse add essed issues mo e b oadly han he ques ion equi ed. We used he ollowing six open-ended ques ions: ●Wha we e you i s hough s when dis ance educa ion began? ●How did you p ac ically implemen dis ance educa ion o pupils wi h IDs? ●How and how much do you connec wi h you pupils and hei gua dians du ing dis ance educa ion? ●Wha new hings ha e you lea n abou you pupils du ing dis ance eaching? ●Wha new hings ha e you lea n abou you sel du ing dis ance eaching? ●Wha a e you cu en iews on dis ance educa ion o pupils wi h IDs? The link o he ques ionnai e was sha ed on social media (Facebook and Twi e ); i was also sen o some eache s who we e amilia wi h he i s au ho o he s udy. In he co e le e , he e was a eques o e-sha e he ques ionnai e link o special educa ion eache s o u ilise he snowball e ec (Noy, 2008; Saa anen-Kauppinen & Puusniekka, 2006). Al oge he , 96 emale special educa ion eache s esponded, wi h mos o he pa icipan s wo king in p ima y schools. The eache s wo ked in a ious class compo- si ions, bu he majo i y wo ked exclusi ely wi h pupils wi h ID (Table 1). One o he esponden s omi ed he school, le el o educa ion o yea s o expe ience. Thi y-six pa icipan s wo ked in special educa ion schools and 60 in egula schools. Teache s’ yea s o expe ience a ied: 45 eache s had augh less han en yea s, and 36 EDUCATION INQUIRY 151 eache s had augh 10‒20 yea s. Fi een eache s had augh o mo e han 20 yea s. All eache s augh pupils wi h ID, and he deg ee o his disabili y a ied om mild o p o ound. Du ing dis ance eaching, he loca ion o eaching changed o some eache s. Some augh some days om home and some days a school. Abou hal o he eache s (n = 35) used he “hyb id model” o eaching, whe e some pupils we e in school, and o he s we e s udying a home. Some eache s could ha e wo days in dis ance educa ion and h ee a school. These changes in luenced class composi ion; pupils s udying a school we e om di e en classes and no amilia wi h each o he . This mean ha he eache s’ wo k si ua ion and wo kload a ied. Abou hal o he eache s (n = 37) wo ked only in dis ance educa ion. Du ing he dis ance educa ion pe iod, 63 eache s had access o a school assis an o p omo e hei pupils lea ning. Some school assis an s wo ked a school wi h pupils who we e s udying a school, and some wo ked in bo h o ms: dis ance and a school, while some we e laid o . Me hod In his quali a i e s udy, we used quali a i e con en analysis o p o ide knowledge and unde s anding o he phenomenon unde s udy, which helped o c ea e co e ca ego ies and subca ego ies (Sch eie , 2012). We used an induc i e app oach, including open coding, c ea ing ca ego ies and abs ac ion (Elo e al., 2014). Hsieh and Shannon (2005) called his con en ional con en analysis, which is an app op ia e me hod when esea ch li e a u e on a phenomenon is limi ed, such as educa ion du ing a pandemic si ua ion. Fi s , he esea che s ead he da a independen ly and epea edly o e ec i ely isualise he ma e ial. In he second phase, he esea che s ead he ma e ial o iden i y hemes in i . The hemes desc ibed key hough s ha a ose om he ex when eading i . In he hi d phase, he esea che s made a p elimina y analysis independen ly by compa ing he codes and iden i ying he o e laps. Hence, cohe en and independen codes we e induced. This analysis was hen discussed oge he , and he esea che s Table 1. Pa icipan s’ wo kplace and class composi ion. School o m* n P e-p ima y school 2 P ima y school 71 Seconda y school 20 Uppe seconda y educa ion 2 Class composi ion Only pupils wi h IDs 61 Special class wi h ID 32 Co- eaching class* 2 O he class** 1 *One pa icipan did no answe hese ques ions *Two eache s oge he augh a class wi h pupils wi h ID. **One eache augh in a music class. 152 R. SIRKKO AND M. TAKALA challenged each o he ’s in e p e a ions. In he ou h phase, he esea che s c ea ed he main ca ego ies om he subca ego ies in he da a. The esea che s also iden i ied ela ionships among he ca ego ies. In he i h phase, he con en o he ca ego ies iden i ied in he da a was comp essed. Consequen ly, h ee main ca ego ies, se en subca ego ies and one c oss-cu ing ca ego y we e es ablished. A e iden i ying he main and subca ego ies, we obse ed how he concep o p o essional agency was p esen in hese ca ego ies and how i e lec ed eache s’ expe iences. In his phase, ou coding ame (Sch eie , 2012) comp ised eache s’ agency, including pas , p esen and u u e expe iences o ming cu en agency (P ies ley e al., 2015b). Acco ding o Elo e al. (2014), he con en analysis should be based on sel -c i ical hinking in each phase o analysis. The i s esea che wo ked as a special educa ion eache du ing he dis ance educa ion pe iod and gained pe sonal expe ience wi h he opic. Howe e , his was conside ed and unknowingly allowed o in luence he analysis o he da a. Resul s Teache s’ dis ance educa ion expe iences can be di ided in o h ee di e en main ca ego ies: emo ions e oked by dis ance educa ion, co-ope a ion in implemen ing dis ance educa ion and eache s’ lea ning expe iences. These h ee ca ego ies included se e al subca ego ies. One c oss-cu ing, in e wined ca ego y was also ound, called indi i- duali y (Figu e 2). The indi iduali y ca ego y included indi idual encoun e s wi h he si ua ions o bo h pupils and amilies du ing dis ance educa ion. They also had unique indi idual lea ning expe iences du ing dis ance educa ion and indi idual possibili ies o mee he challenges in eaching. Nex , we discuss he con en o each ca ego y. We also emind ha Finnish eache s a e independen ac o s and ha e a ull p o essional agency. How i was used in his new si ua ion will also be obse ed. Emo ions e oked by dis ance educa ion The ca ego y o emo ions con ained wo subca ego ies, which can also be seen a di e en ends o a con inuum: ea including wo ies, and en husiasm. Figu e 2. The main ca ego ies and subca ego ies ound in he da a EDUCATION INQUIRY 153 Fea and wo ies The ea and wo ies subca ego y included eache ’s conce ns and con usion abou how dis ance educa ion could be ealised and how i a ec ed he equali y o pupils. As one eache said, “A i s , he e was con usion abou how dis ance educa ion could be implemen ed wi h pupils ha ing indi idual aims” (p ima y school eache wi h o e 10 yea s o expe ience). The eache s’ unce ain y abou he u u e and hei skills in using dis ance educa ion was high. This ca ego y also encompassed eache s’ c i icism o he poli ical decisions ha some pupils could come o school du ing a pandemic: “The ac ha special needs pupils a e allowed o be in school, e en in excep ional si ua ions, is con using. They ha e many soma ic diseases, and hus, hey a e people a isk” (seconda y school eache wi h o e 16 yea s o expe ience). Teache s we e wo ied abou e e y pupil and abou hei amily membe s’ heal h si ua ion. Teache s who had o wo k a school we e also wo ied abou hei own heal h and abili y o cope a wo k. Teache s we e also wo ied abou he well-being o some indi idual pupils’ amilies, mainly because many pupils needed so much suppo o lea ning and daily li e. Fo some amilies, he school can be a place whe e he pupil spends his o he e e yday li e, and as such, he esponsibili y o he child is sha ed be ween he home and school. Fo example, one eache said, “I am conce ned abou he suppo o hese pupils wi h special needs, no so much abou lea ning, bu he well-being and esilience o [ hei ] amilies” (p ima y school eache wi h less han i e yea s o expe ience). Due o he di e en si ua ions o he gua dians, he eache s’ saw ha pupils we e in an unequal posi ion ega ding how much suppo o s udies hey ecei ed a home. Equali y is an essen ial alue in Finnish educa ion (Finnish Basic Educa ion Ac 628/1998); some eache s el ha his alue was h ea ened du ing dis ance educa ion. En husiasm The ansi ion o dis ance educa ion o ced eache s o hink inno a i ely abou hei wo k, and many eache s ound joy in inding new and c ea i e ways o eaching. One eache desc ibed he expe ience his way: “Now he e is as much wo k, bu i is possible o plan and some imes c ea e some hing new, o lea n new ways o wo king and new me hods; i is e y e eshing” (seconda y school eache wi h mo e han 10 yea s o expe ience). The unique si ua ion o ced eache s o conside hei wo k om a di e en pe spec i e; one eache said, “I was exci ed. I hough his wo k could no be done emo ely, bu how w ong I was. I had s a ed hinking abou assignmen s and asks om a new pe spec i e and also hinking abou how o implemen he eaching” (p ima y school eache wi h o e 16 yea s o expe ience). Howe e , his excep ional si ua ion o ced and made i possible o eache s o de elop hei eaching and lea n new skills. Each eache had o decide how o implemen educa ion a an excep ional ime. The eache s had o ac as “an ac i e agen s” (P ies ley e al., 2015a) and eache s we e equi ed o adap hemsel es o di e se equi emen s in hei wo k du ing he dis ance educa ion. The p ac ical- e alua i e pa o agency was in ol ed, and al hough wo ied, eache s’ sel -e icacy p omo ed ac ing (also P ies ley e al., 2015a). 154 R. SIRKKO AND M. TAKALA Gudmundsdo i , G. B., & Ha haway, D. M. (2020). “We always make i wo k”: Teache s’ agency in he ime o c isis. Jou nal o Technology and Teache Educa ion, 28(2), 239–250. h ps:// www.lea n echlib.o g/p ima y/p/216242/ Hallamaa, J. (2018). Yhdessä oimimisen e iikka. [E hics o collabo a ion]. 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