Through teachers’ eyes: adaptability and transformations in their practices and relationship with students during COVID-19 pandemic

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Nadia Dario, Monica Mollo, G. Savarese, L. Carpinelli
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Abstract

This research critically and empirically analyzes the intricate interaction between the transformative impact of the COVID-19 pandemic on the Italian educational system and the quality of the teacher-student relationship. The main focus is on the experiences of Italian educators who had to deal with the upheavals caused by the pandemic within an educational system.The primary purpose of this study is to explore (a) how did teachers’ educational practices change during the first lockdown and (b) how did the teacher-student relationship evolve during the first lockdown from the teachers’ point of view.The study uses a qualitative approach through semi-structured interviews and diary collection (conducted via platforms). Participants are Italian primary and secondary school teachers aged between 25 and 60.In this study, the thematic analysis of the content of the interviews and diaries reveals: the initial responses of educators, the transition to distance learning, the challenges and potential of virtual education, the students’ evaluation, future perspectives, and the topic of the relationship with students (particularly addressed in the diaries).By delving into the transformation of the teacher-student relationship under extraordinary circumstances, this research enriches the discourse on its quality, capturing the psychological nuances of learning-teaching experiences, and uncovers the multifaceted transformations in teaching methodologies, tools, and assessments.
通过教师的眼睛:COVID-19 大流行期间教师在教学实践和与学生关系中的适应性和转变
本研究以批判和实证的方式分析了 COVID-19 大流行病对意大利教育系统的变革性影响与师生关系质量之间错综复杂的互动关系。本研究的主要目的是探讨:(a) 在第一次封锁期间,教师的教育实践发生了怎样的变化;(b) 从教师的角度来看,在第一次封锁期间,师生关系发生了怎样的演变。本研究采用定性方法,通过半结构化访谈和日记收集(通过平台进行)。在这项研究中,对访谈和日记内容的主题分析揭示了:教育者的最初反应、向远程学习的过渡、虚拟教育的挑战和潜力、学生的评价、未来展望以及与学生关系的主题(尤其是在日记中涉及的主题)。通过深入研究特殊情况下师生关系的转变,这项研究丰富了有关师生关系质量的论述,捕捉到了学习-教学体验的心理细微差别,揭示了教学方法、工具和评估的多方面转变。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Frontiers in Education
Frontiers in Education Social Sciences-Education
CiteScore
2.90
自引率
8.70%
发文量
887
审稿时长
14 weeks
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