Formazione interrotta: Indagare le esperienze dei docenti nella transizione dalla didattica frontale alla didattica remota d'emergenza durante il lockdown per COVID-19
DOI:
https://doi.org/10.7346/-fei-XXI-03-23_04Parole chiave:
Insegnamento online, Insegnamento remoto di emergenza, Sfide nell'educazione laboratoriale durante il lockdownAbstract
Il lockdown per COVID-19 ha trasformato l'educazione, costringendo gli insegnanti, abituati a lezioni frontali e all'uso di laboratori, a passare rapidamente all'insegnamento remoto d'emergenza. Lo studio esplora come l'esperienza pre-pandemica nell'apprendimento online abbia influenzato questa transizione. Gli insegnanti con esperienza in metodologie blended hanno trovato più agevole adattarsi all'insegnamento completamente online, nonostante l'entusiasmo iniziale degli studenti per il blended learning sia calato nel tempo. È emerso che gli studenti hanno affrontato un carico di lavoro maggiore con l'assegnazione di compiti online in tutte le discipline. Gli insegnanti hanno dovuto modificare i piani didattici, soprattutto per le attività che richiedevano laboratori, rimandandole alla riapertura delle scuole. Il feedback degli insegnanti evidenzia l'importanza di ulteriori sviluppi professionali nell'uso di metodologie online e l'investimento in strumenti digitali per compensare la mancanza di laboratori.
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