How did the teaching practices of teachers change during the Covid-19 emergency? How did the teachers train to deal with it? The case study presented in this article is based on data collected through an online questionnaire administered to a sample of almost 1000 teachers (from kindergarten to upper secondary school) participating in a MOOC (“massive” online course) made available by HOC-LAB of the Politecnico di Milano between March and June 2020. The results tell us that remote teaching is significantly adopted when the pandemic arrives, with an increase in the synchronous mode compared to the asynchronous one as the school level increases. New forms of interaction between teacher and pupils are born (individual meetings, small group meetings in extra-school hours); there is a correlation between the commitment to guarantee synchronous lessons and the availability for these further meetings (proactive approach), as well as between the sharing of videos (found on the internet) and the sharing of asynchronous materials compared to synchronous meetings (more “traditional” approach). As for training, teachers have resorted to forms that are not particularly institutionalized (MOOCs, web resources, colleagues...), confirming an already existing pre-pandemic trend.

Come sono cambiate le pratiche didattiche dei docenti durante l'emergenza Covid-19? Come si sono formati i docenti per affrontarla? Lo studio di caso presentato in questo articolo si basa su dati raccolti tramite un questionario online somministrato a un campione di quasi 1000 docenti (dalla scuola dell’infanzia alla se-condaria di secondo grado) partecipanti a un MOOC (corso online “massivo”) reso disponibile da HOC-LAB del Politecnico di Milano tra marzo e giugno del 2020. I risultati ci dicono che la didattica remota viene significativamente adottata all’arrivo della pandemia, con aumento di quella sincrona rispetto all’asincrona al crescere del livello scolastico. Nascono nuove forme di interazione tra docente e allievi (incontri indivi-duali, incontri a piccoli gruppi in orari extra-scolastici); si riscontra una correlazione tra l’impegno nel ga-rantire lezioni sincrone e la disponibilità per questi incontri ulteriori (approccio proattivo), come di contro tra la condivisione di video (rinvenuti su internet) e la condivisione di materiali asincrona rispetto ad incontri sincroni (approccio più “tradizionale”). Quanto alla formazione, i docenti hanno fatto ricorso a forme non particolarmente istituzionalizzate (MOOC, risorse web, colleghi...), confermando una tendenza già esistente pre-pandemia.

Before and during the pandemic : teaching practices and teacher training in different school levels and grades = Prima e durante la pandemia : pratiche didattiche e di formazione degli insegnanti nei diversi ordini e gradi scolastici

Manuela Fabbri
;
Luca Ferrari
;
Marco Trentini
2021

Abstract

How did the teaching practices of teachers change during the Covid-19 emergency? How did the teachers train to deal with it? The case study presented in this article is based on data collected through an online questionnaire administered to a sample of almost 1000 teachers (from kindergarten to upper secondary school) participating in a MOOC (“massive” online course) made available by HOC-LAB of the Politecnico di Milano between March and June 2020. The results tell us that remote teaching is significantly adopted when the pandemic arrives, with an increase in the synchronous mode compared to the asynchronous one as the school level increases. New forms of interaction between teacher and pupils are born (individual meetings, small group meetings in extra-school hours); there is a correlation between the commitment to guarantee synchronous lessons and the availability for these further meetings (proactive approach), as well as between the sharing of videos (found on the internet) and the sharing of asynchronous materials compared to synchronous meetings (more “traditional” approach). As for training, teachers have resorted to forms that are not particularly institutionalized (MOOCs, web resources, colleagues...), confirming an already existing pre-pandemic trend.
2021
Nicoletta Di Blas, Manuela Fabbri, Luca Ferrari, Marco Trentini
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/836548
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