EDUCATIONAL AND DIDACTIC CHALLENGES FOR THE TEACHING PROFESSION. INDICATIONS FROM A RESEARCH ON DISTANCE LEARNING EXPERIENCES IN THE ITALIAN UPPER-SECONDARY SCHOOL

Sara Rizzo, Salvatore Patera

Abstract


More than a year after the introduction of compulsory distance learning (DL), what seemed to be an exceptional initiative is turning into an educational possibility for the next future. In this regard, documents produced by both international and national institutions and organisations and the recent scientific literature highlight the current importance of teacher training in order to promote a quality teaching-learning relationship. Starting from this premise, we present the results of a survey conducted through an exploratory questionnaire completed by about twenty thousand Italian secondary-school students. The research question aimed to explore the students' opinions on their experience of distance learning during the past school year. The results show two main profiles of students: the "critics" and the "enthusiasts" about the experience lived in DL. The discussion of such outcomes raises some theoretical and methodological issues, as well as some evidence useful to reflect on quality training for teachers, especially with the additional challenging opportunities offered by the pandemic

Keywords


Distance learning, student opinion, teaching professionalism, teacher training

Full Text:

PDF (Italiano)

References


• Almusharraf, N. M., & Bailey, D. (2021). Online engagement during COVID-19: Role of agency on collaborative learning orientation and learning expectations. Journal of Computer Assisted Learning. 2021, 1–11. DOI: 10.1111/jcal.12569

• Antonietti, A., Cerioli, L., Pizzingrilli, P., & Valenti, C. (2020). A special school year: The programme “Developing Flexible Thinking”. In A. Antonietti, P. Pizzingrilli &. C. Valenti (eds.). Enhancing creativity through story-telling. Innovative training programmes for school settings. Palgrave Macmillan, Cham 2020, 69- 96 DOI 10.1007/978-3-030-63013-3

• Azevedo, J.P., Gutierrez, M., De Hoyos, R., & Saavedra, J. (2021a). The Unequal Impacts of COVID-19 on Student Learning.” In Primary and Secondary Education During Covid-19. In F. M. Reimers (Eds.) Disruptions to Educational Opportunity During a Pandemic. Cham: Springer International Publishing.

• Batini, F., Sposetti, P., & Szpunar, G. (2021). La parola alle e agli insegnanti. Prima analisi di categorie e sottocategorie delle risposte qualitative al questionario SIRD in AA.VV, La DaD in emergenza: vissuti e valutazioni degli insegnanti italiani. Scelte metodologiche e primi risultati nazionali (pp. 100-156). Lecce: Pensa MultiMedia Editore s.r.l.

• Betthäuser, B. A., Bach-Mortensen, A., & Engzell, P. (2021, April 19). Learning Loss during the Covid-19 Pandemic: A Systematic Review and Meta-Analysis. Retrieved from osf.io/u8gaz

• Camargo, C. P., Tempski, P. Z., Busnardo, F.F., Martins, M. A., & Gemperli, R. (2020). Online learning and COVID-19: a meta-synthesis analysis. Clinics. 75:e2286. DOI: 10.6061/clinics/2020/e2286

• Doucet, A., Netolicky, D., Timmers, K., & Tuscano, F. J. (2020). Thinking about pedagogy in an unfolding pandemic. Work of Education International and UNESCO. Retrieved from: https://issuu.com/educationinternational/docs/2020_research_covid-19_eng

• Education Development Trust, and UNESCO (2021). “Learning Loss, Learning gains and Wellbeing: A Rapid Evidence.” https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/20/201258b4-98ab-415a-b0da-f33d5cf8688d.pdf

• Engzell, P., Frey, A., & Verhagen, M. (2021). Learning inequality during the COVID-19 pandemic. Proceedings of the National Academy of Sciences Apr 2021, 118(17)

• Fiorenzato E, Zabberoni S, Costa A, Cona G (2021) Cognitive and mental health changes and their vulnerability factors related to COVID-19 lockdown in Italy. PLoS ONE 16(1): e0246204. https://doi.org/10.1371/journal.pone.0246204

• Fondazione Agnelli. (2021). La DaD alle scuole superiori nell’anno scolastico 2020-21: una fotografia,

https://www.fondazioneagnelli.it/2021/07/09/la-dad-alle-scuole-superiori-nellanno-scolastico-2020-21-una-fotografia/

• Gonzalez-Ramirez, J., Mulqueen, K., Zealand, R., Silverstein, S., Mulqueen, C., & Bushell, S. (2021). Emergency Online Learning: College Students' Perceptions During the COVID-19 Pandemic, College Student Journal, 55(1), 29-46. http://dx.doi.org/10.2139/ssrn.3831526

• Hasan, N., & Bao, Y. (2020). Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”. Children and Youth Services Review, 118, 105355.

• INDIRE. (2020). Indagine tra i docenti italiani. Pratiche didattiche durante il lockdown, Report preliminare, 20 luglio 2020, Roma. https://bit.ly/2H7xfR7.

• INVALSI. (2021). I risultati delle prove INVALSI 2021. Disponibilie all’indirizzo: https://www.invalsiopen.it/risultati/risultati-prove-invalsi-2021/ (consultato il 18-07-2021).

• IPSOS. (2021) I giovani ai tempi del coronavirus. https://s3.savethechildren.it/public/files/uploads/pubblicazioni/i-giovani-ai-tempi-del-coronavirus.pdf

• ISTAT. (2020). Spazi in casa e disponibilità di computer per bambini e ragazzi, 6 aprile 2020 https://www.istat.it/it/files//2020/04/Spazi-casa-disponibilita-computer-ragazzi.pdf (consultato il 12-05-2021)

• Lucisano, P. (2020). Fare ricerca con gli insegnanti. I primi risultati dell'ndagine nazionale SIRD "Per un confronto sulle modalità di didattica a distanza adottate nelle sucole taliane nel periodo di emergenza COVID-19". Lifelong, Lifewide Learning (LLL), 36, 3-25

• Mantovani, S. (Cur.). (1998). La ricerca sul campo in educazione. I metodi quantitativi, Mondadori

• Mascheroni, G., Saeed, M., Valenza, M., Cino, D., Dreesen, T., Zaffaroni, L. G., & Kardefelt-Winther, D. (2021). Learning at a Distance: Children’s remote learning experiences in Italy during the COVID-19 pandemic, UNICEF Office of Research. Florence: Innocenti. Disponibile all’indirizzo: https://www.unicef-irc.org/publications/pdf/learning-at-a-distance-childrens-remote-learning-experiences-in-italy-during-the-covid-19-pandemic.pdf (consultato 20 aprile 2021)

• Ministero dell’Istruzione. (2020). Decreto recante “Adozione delle Linee guida sulla Didattica digitale integrata, di cui al Decreto del Ministro dell’Istruzione 26 giugno 2020, n. 39”

• Murdaca A.M., Epasto A., Smeriglio D., Oliva P. (2017). Fattori individuali e atteggiamenti degli insegnanti per un uso efficace delle tecnologie digitali. Un progetto di ricerca. In P. Limone e D. Parmigiani (a cura di), Modelli pedagogici e pratiche didattiche per la formazione iniziale e in servizio degli insegnanti (240-257). Progedit, Bari - ISBN 978- 886194-293-6

• Patton, M.Q. (2015), Qualitative Research and Evaluation methods. Thousand Oaks, Sage

• Perla L, Vinci V. (2021). La formazione dell’insegnante attraverso la ricerca Un modello interpretativo a partire dalla didattica dell’implicito. “Annali on-line della Didattica e della Formazione Docente” Vol. 13, n. 21/2021

• Petrie, C. (2020). Spotlight: Quality education for all during COVID-19 crisis (hundrED Research Report #01). United Nations. https://hundred.org/en/collections/quality-education-for-all-during-coronavirus

• Pokhrel, S., & Chetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning, Higher Education for the Future, 8(1), 133-141.

• Redecker C., Punine Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. European Union, 2017. DOI: 10.2760/159770

• Save the Children. (2021). Riscriviamo il futuro rapporto sui primi sei mesi di attività. Dove sono gli adolescenti? La voce degli studenti inascoltati nella crisi, Disponibile all’indirizzo: https://s3.savethechildren.it/public/files/uploads/pubblicazioni/riscriviamo-il-futuro-rapporto-6-mesi_0.pdf (consultato il 15-04-2021)

• SIPED. (2019). Documento sulla formazione insegnanti di scuola secondaria .Consulta delle Società di pedagogia. Disponibile all’indirizzo: https://www.siped.it/wp-content/uploads/2019/06/2019-06-31-SIPED-Polenghi-Presidente-Documento-Consulta-pedagogia-su-Formazione-insegnanti-scuola-secondaria.pdf

• Tashakkori, A., & Teddlie, C. (2010). Handbook of Mixed Methods in Social & Behavioral Research. Thousand Oaks, CA: SAGE

• THE WORLD BANK, UNESCO & UNICEF. (2021). The State of the Global Education Crisis: A Path to Recovery. Washington D.C., Paris, New York

• UNESCO. (2020). Distance learning strategies in response to COVID-19 school closures. https://unesdoc.unesco.org/ark:/48223/pf0000373305 (Accessed 03 May 2021).

• UNITED NATIONS. (2020). Policy brief: Education During COVID-19 and Beyond. https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf (Accessed 03 May 2021)




DOI: https://doi.org/10.32043/gsd.v6i1.534

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296