F. Amenduni, M. B. Ligorio, M. Chillemi, Lorenzo Raffio, Patrizia Giaveri, Dena Markudova, G. Giliberto, Alberto Gritti, G. Barzanò
{"title":"Teaching Remotely During a Pandemic","authors":"F. Amenduni, M. B. Ligorio, M. Chillemi, Lorenzo Raffio, Patrizia Giaveri, Dena Markudova, G. Giliberto, Alberto Gritti, G. Barzanò","doi":"10.4018/978-1-7998-6754-8.CH006","DOIUrl":null,"url":null,"abstract":"This chapter presents a qualitative research project called “Oversight Points.” Fifty-nine Italian teachers participated in in-depth semi-structured interviews focusing on their perceptions, grievances, and hopes about remote teaching during the COVID-19 lockdown. Interviewees belong to a national school network and share a longstanding cooperation in blended action research initiatives. The research was inspired by the teacher professional identity (TPI) theory, and dialogical self-theory (DST) was used as an analytic lens. Data was organised through Nuvolar, a software that can generate word-clouds and provide timestamps of related video-clips. Results suggest that teachers are peculiar smart-workers. For them freedom of space and time, self-improvement, and autonomy—distinctive aspects of smart-working—acquire specific meanings, implying both positive and negative aspects. A set of positionings was found. The authors discuss how they compete in determining the re-organisation of teacher identities' landscape. Finally, they indicate some possible developments and practical implications.","PeriodicalId":387037,"journal":{"name":"Handbook of Research on Remote Work and Worker Well-Being in the Post-COVID-19 Era","volume":"7 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Handbook of Research on Remote Work and Worker Well-Being in the Post-COVID-19 Era","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-7998-6754-8.CH006","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
Abstract
This chapter presents a qualitative research project called “Oversight Points.” Fifty-nine Italian teachers participated in in-depth semi-structured interviews focusing on their perceptions, grievances, and hopes about remote teaching during the COVID-19 lockdown. Interviewees belong to a national school network and share a longstanding cooperation in blended action research initiatives. The research was inspired by the teacher professional identity (TPI) theory, and dialogical self-theory (DST) was used as an analytic lens. Data was organised through Nuvolar, a software that can generate word-clouds and provide timestamps of related video-clips. Results suggest that teachers are peculiar smart-workers. For them freedom of space and time, self-improvement, and autonomy—distinctive aspects of smart-working—acquire specific meanings, implying both positive and negative aspects. A set of positionings was found. The authors discuss how they compete in determining the re-organisation of teacher identities' landscape. Finally, they indicate some possible developments and practical implications.