During the COVID-19 pandemic, teachers had to adapt quickly to distance learning (DL). Early studies highlighted various difficulties, but little attention was paid to the differences between various school levels (age of pupils, teaching organisation, teacher training, closure times). The aim of this study was to investigate the experiences of primary (PS), secondary I (SS1) and secondary II (SS2) school teachers. A narrative interview on events, thoughts, emotions of the first year of the pandemic was proposed to 16 teachers from various Italian regions. The corpus was subjected to Thematic Analysis of Elementary Contexts (T-LabPlus). Results: 5 CLUSTER PS: fear, solitude, children and mothers in front of the pc, hyper-working, re-entry in safety; 4 CLUSTER SS1: challenge to lockdown, parents' look, body absence, difficulty of intimate dialogue with students; 7 CLUSTER SS2: preference for attendance, technical difficulties, school limits, collegals, absence of feedback and fear of judgment, distance, summer pause. The results showed interesting differences related to school order: in thePS there was a compensatory use of the DL, in SS1 an evaluative use prevailed, in SS2 a reflexive effort of the teachers emerged proposing a complex view of the DL.
Distance Learning during the first phase of the pandemic: the narrative of italian teachers / Fenizia, Elisabetta; Menna, Palma; De Stasio, Simona; Parrello, Santa. - (2022). (Intervento presentato al convegno Panorama de la Educación”, IV Congreso Internacional de Transformación Educativa tenutosi a Toluca, México nel settembre 2022).
Distance Learning during the first phase of the pandemic: the narrative of italian teachers
Elisabetta Fenizia;Palma Menna;Santa Parrello
2022
Abstract
During the COVID-19 pandemic, teachers had to adapt quickly to distance learning (DL). Early studies highlighted various difficulties, but little attention was paid to the differences between various school levels (age of pupils, teaching organisation, teacher training, closure times). The aim of this study was to investigate the experiences of primary (PS), secondary I (SS1) and secondary II (SS2) school teachers. A narrative interview on events, thoughts, emotions of the first year of the pandemic was proposed to 16 teachers from various Italian regions. The corpus was subjected to Thematic Analysis of Elementary Contexts (T-LabPlus). Results: 5 CLUSTER PS: fear, solitude, children and mothers in front of the pc, hyper-working, re-entry in safety; 4 CLUSTER SS1: challenge to lockdown, parents' look, body absence, difficulty of intimate dialogue with students; 7 CLUSTER SS2: preference for attendance, technical difficulties, school limits, collegals, absence of feedback and fear of judgment, distance, summer pause. The results showed interesting differences related to school order: in thePS there was a compensatory use of the DL, in SS1 an evaluative use prevailed, in SS2 a reflexive effort of the teachers emerged proposing a complex view of the DL.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.