The emergency caused by the Covid-19 Pandemic had a significant impact on the education and training system. At this complex and problematic time, the reinterpretation of Ferrière’s proposal offers some food for thought: among them to limit the teaching to a few contents, refusing an encyclopedic education. The school should be geared towards the promotion of meaningful learning and the development of the soft skills, especially at the time of the health emergency which provided for a change in the time and place of teaching. According to the premises, this work aims to understand how the Italian schools have addressed the emergency, with the intention of investigating the extent to which distance learning has impacted on the teaching professionalism and on the teaching action. The work briefly discusses the results of a narrative synthesis of the main studies that investigated the teaching professionalism in the school of Pandemic, to outline the characteristics of effective teaching and/or highlight the limitations of the training proposal.
L’emergenza causata dalla pandemia di Covid-19 ha avuto un impatto significativo sul sistema di istruzione e formazione. In un momento così complesso e problematico, la rilettura della proposta di Ferrière offre importanti spunti di riflessione: fra questi limitare l’insegnamento a pochi contenuti, rifiutando un’educazione enciclopedica. La scuola, in particolare al tempo dell’emergenza sanitaria che ha visto limitato e ri-pensato il tempo e il luogo didattico, deve orientarsi alla promozione di apprendimenti significativi e allo sviluppo di competenze trasversali. A partire dalle premesse esposte, questo contributo si propone di comprendere come le scuole italiane abbiano affrontato il periodo emergenziale con lo scopo di indagare in che misura la didattica a distanza ha impattato sulla professionalità docente e, in particolare, sull’azione didattica. Il lavoro brevemente presenta gli esiti di una sintesi narrativa dei principali studi di settore che hanno indagato la professionalità docente nella scuola della Pandemia, allo scopo di delineare le caratteristiche dell’insegnamento efficace “d’emergenza” e/o evidenziare i limiti della proposta di insegnamento.
La professionalità dell’insegnante nella scuola dell’emergenza
Rosanna Tammaro
;Iolanda Sara Iannotta;Roberta Scarano;Alessia Notti
2022-01-01
Abstract
The emergency caused by the Covid-19 Pandemic had a significant impact on the education and training system. At this complex and problematic time, the reinterpretation of Ferrière’s proposal offers some food for thought: among them to limit the teaching to a few contents, refusing an encyclopedic education. The school should be geared towards the promotion of meaningful learning and the development of the soft skills, especially at the time of the health emergency which provided for a change in the time and place of teaching. According to the premises, this work aims to understand how the Italian schools have addressed the emergency, with the intention of investigating the extent to which distance learning has impacted on the teaching professionalism and on the teaching action. The work briefly discusses the results of a narrative synthesis of the main studies that investigated the teaching professionalism in the school of Pandemic, to outline the characteristics of effective teaching and/or highlight the limitations of the training proposal.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.