| Abstrakt: |
The incredible changes brought about by the COVID-19 pandemic have affected various aspects, including education, which has transitioned learning activities in schools from face-to-face to distance learning. Teachers, as the frontline implementers of learning in schools, have been adapting to the new situation prompted by the pandemic while facing demands for the continuous provision of education. The objectives of this study are: 1) to analyze how teachers engage in digital habitus during the implementation of distance learning amidst the pandemic and 2) to identify the types of digital habitus formed during this period. Bourdieu's habitus concept is utilized as an analytical tool in this study. Employing a qualitative approach, the research optimizes data exploration through in-depth interviews and observations conducted in urban public high schools in Indonesia. The findings reveal that teachers' digital habitus is shaped through an interplay process between pre-pandemic digital experiences, practices during the pandemic, the interconnected structure, teacher agency, and the reflexivity of agents in distance learning practices. The formed digital habitus of teachers includes adaptability to change, openness to the use of learning technology, a willingness to adopt new habits, and a cooperative attitude. [ABSTRACT FROM AUTHOR] |
