Welche Effekte hatte die COVID-19-Pandemie auf Grundlegende Bildungsangebote zur Lern- und Persönlichkeitsentwicklung?

The Corona pandemic posed and continues to challenge primary school teachers to support students under changed conditions and with limited resources. While there is empirical evidence of negative effects of the pandemic on learning and personal development, it is not clear which opportunities were made to promote learning and personal development during the COVID-19-pandemic, whether these deviated from “normal conditions” (school and instructional conditions beyond societal crises) and which factors were decisive. In the present quantitative retrospective longitudinal study, a total of N = 330 primary school teachers were therefore asked how often they made opportunities to promote learning development in General Studies and personal development under pandemic conditions as well as under “normal conditions”. Structural equation modelling revealed that the extent of educational opportunities under “normal conditions” was the main determinant of opportunities to promote learning and personal development. Implications for catch-up programs, professionalisation, minimum standards and the empirical evidence of normative-theoretical claims on learning and personal development are discussed.