This research focused on the relationship between the sociocultural and dialogical dimensions of teachers’ professional identities and agency and the changing context during the COVID-19 pandemic. A total of 286 Italian teachers in a specialized training program took part. An open-ended questionnaire was administered. Both content and micro-genetic positioning analyses were performed. Professional identity emerged from a multiplicity of elements linked to teachers’ individual experiences. Moreover, sudden changes in positions, roles, and environmental situations have contributed to the transformation of the agency and the self-representation of professional identity. Educational/ didactic practices have been adapted to the changes that affected schools during the COVID-19 pandemic.

Teaching practices and technologies: The transformation of teachers’ agency and professional identity in a changing context

Monica Mollo;Giulia Savarese
;
Giuseppina Marsico;Nadia Pecoraro;Luna Carpinelli
2024

Abstract

This research focused on the relationship between the sociocultural and dialogical dimensions of teachers’ professional identities and agency and the changing context during the COVID-19 pandemic. A total of 286 Italian teachers in a specialized training program took part. An open-ended questionnaire was administered. Both content and micro-genetic positioning analyses were performed. Professional identity emerged from a multiplicity of elements linked to teachers’ individual experiences. Moreover, sudden changes in positions, roles, and environmental situations have contributed to the transformation of the agency and the self-representation of professional identity. Educational/ didactic practices have been adapted to the changes that affected schools during the COVID-19 pandemic.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11386/4891760
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