The chapter aims to discuss how primary and secondary teachers in Italian schools interpreted their professional role in the emergency reorganization of education via online remote teaching tools during the first lockdown in early 2020. In particular, we aim to explore teachers’ (a) representations about distance education in general, and about its accessibility in particular – in reference to associated risks of educational inequalities; (b) difficulties experienced during the lockdown; and (c) use and adaptation of teaching methods during the digital transition.We adopt here a specific lens to analyse representations, perceived prob-lems and teaching choices – i.e. that of professional cultures and values.
Inside the Emergency. Digital Teaching from the Point of View of Teachers
Domenico Carbone
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2022-01-01
Abstract
The chapter aims to discuss how primary and secondary teachers in Italian schools interpreted their professional role in the emergency reorganization of education via online remote teaching tools during the first lockdown in early 2020. In particular, we aim to explore teachers’ (a) representations about distance education in general, and about its accessibility in particular – in reference to associated risks of educational inequalities; (b) difficulties experienced during the lockdown; and (c) use and adaptation of teaching methods during the digital transition.We adopt here a specific lens to analyse representations, perceived prob-lems and teaching choices – i.e. that of professional cultures and values.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
