Teaching Remotely During a Pandemic

Handbook of Research on Remote Work and Worker Well-Being in the Post-COVID-19 Era Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-6754-8.CH006

F. Amenduni, M. B. Ligorio, M. Chillemi, Lorenzo Raffio, Patrizia Giaveri, Dena Markudova, G. Giliberto, Alberto Gritti, G. Barzanò

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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.

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流行病期间远程教学

本章介绍了一个称为“监督点”的定性研究项目。59名意大利教师参加了深入的半结构化访谈，重点讨论了他们对COVID-19封锁期间远程教学的看法、不满和希望。受访者属于一个全国性的学校网络，并在混合行动研究倡议方面有着长期的合作。本研究受到教师专业认同理论的启发，并以对话自我理论作为分析视角。数据是通过Nuvolar组织的，这是一款可以生成词云并提供相关视频片段时间戳的软件。结果表明，教师是一种特殊的聪明工作者。对他们来说，空间和时间的自由、自我完善和自主——智能工作的独特方面——获得了特定的含义，意味着积极和消极的方面。找到了一组定位。作者讨论了他们如何在决定教师身份景观的重组方面进行竞争。最后，它们指出了一些可能的发展和实际意义。

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Handbook of Research on Remote Work and Worker Well-Being in the Post-COVID-19 Era

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