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.
| Original language | English |
|---|---|
| Title of host publication | Education and Emergency in Italy. How the Education System Reacted to the First Wave of Covid-19 |
| Publisher | Brill Academic Publishers |
| Pages | 175-191 |
| Number of pages | 17 |
| ISBN (Print) | 978-90-04-52322-7 |
| Publication status | Published - 2022 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- distance learning
- pandemic emergency
- teachers' representations
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