Emozioni e reazioni dei docenti ai cambiamenti in tempo di COVID-19. Dalla "didattica in presenza" alla "presenza didattica"

Abstract

Il contributo ha l'obiettivo di comprendere come la comunita` accademica si sia riorganizza-ta in tempo di COVID-19, muovendosi tra difficolta` e soluzioni innovative, poste dalla didatti-ca a distanza. Nello specifico, mediante una metodologia di ricerca mista quali-quantitativa, si analizzano le esperienze di 40 docenti dell'Università di Palermo che a livello emozionale, co-gnitivo e situazionale hanno fronteggiato il cambiamento, riorganizzando le proprie scelte di-dattiche. Vengono inoltre analizzati i fattori ritenuti centrali per l'efficacia didattica e la flessibilità della propria visione del mondo. I risultati confermano l'importanza degli aspetti relazionali nella didattica - anche quando a distanza - e la connotazione "comunitaria" della risposta che l'Università ha saputo mettere in campo.

Protective and risk social dimensions of emergency remote teaching during COVID‐19 pandemic: A multiple mediation study

“…Among these services, schools and Universities were required to totally or partly (i.e., with some students online and some in the classroom) move educational activities online according to the severity of local contagions and restrictions. Overall, their activities were totally kept online for most of those months, to safeguard students' and teachers' health while guaranteeing students' right to study (Aristovnik et al, 2020 ; Guidetti & Albanesi, 2021 ; Novara et al, 2021 ). This required to resort to Emergency Remote Teaching (ERT), that is “a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances.…”

“…ERT differs from online teaching since the latter rather refers to “experiences that are planned from the beginning and designed to be online” (Hodges et al, 2020 ), thus requiring careful design and planning of such activities, clear instructions and training about how to use the needed software and tools, and a systematic model for the development of those experiences. Conversely, ERT brought about disruptive and unprepared changes as to the workloads and ways of working for teachers (Bozkurt et al, 2020 ; Talidong, 2020 ), who felt in charge of creating positive connections with students and fostering a productive and engaging learning environment despite the Information and Communication Technologies (ICTs) mediated ways of teaching (Alvarez, 2020 ; Novara et al, 2021 )—which they had rarely or never experienced before.…”

“…Indeed, ERT required proper technical skills for teachers to be able to use the tools and platforms needed to remotely deliver educational activities, and to quickly learn how to integrate these technologies in their teaching activities (Bao, 2020 ). This made teachers feel unprepared in coping with these changes and innovations (Novara et al, 2021 ), producing higher rates of ICTs‐related job distress (Cardullo et al, 2021 ). As a consequence, they experienced increased workload and working hours, exceeding the time boundaries they would have had at school (Guidetti & Albanesi, 2021 ; Novara et al, 2021 ) due to the need to differently plan their teaching activities and adapt to this new and unfamiliar educational setting (OECD, 2020 ).…”

“…This made teachers feel unprepared in coping with these changes and innovations (Novara et al, 2021 ), producing higher rates of ICTs‐related job distress (Cardullo et al, 2021 ). As a consequence, they experienced increased workload and working hours, exceeding the time boundaries they would have had at school (Guidetti & Albanesi, 2021 ; Novara et al, 2021 ) due to the need to differently plan their teaching activities and adapt to this new and unfamiliar educational setting (OECD, 2020 ). Further, the need to manage more complex educational and social scenarios as to their classrooms and the increased working hours also brought about higher rates of job distress at large (Besser et al, 2020 ; Guidetti & Albanesi, 2021 ; Klapproth et al, 2020 ; Novara et al, 2021 ; Procentese & Fantini et al, 2021 ; UNESCO, 2020 ).…”

“…As a consequence, they experienced increased workload and working hours, exceeding the time boundaries they would have had at school (Guidetti & Albanesi, 2021 ; Novara et al, 2021 ) due to the need to differently plan their teaching activities and adapt to this new and unfamiliar educational setting (OECD, 2020 ). Further, the need to manage more complex educational and social scenarios as to their classrooms and the increased working hours also brought about higher rates of job distress at large (Besser et al, 2020 ; Guidetti & Albanesi, 2021 ; Klapproth et al, 2020 ; Novara et al, 2021 ; Procentese & Fantini et al, 2021 ; UNESCO, 2020 ). Overall, this put their job‐related efficacy and satisfaction at risk, since both these kinds of job‐related distress could negatively impact these two job‐related positive outcomes (e.g., Burić & Kim, 2020 ; Chen et al, 2020 ; Klassen & Chiu, 2010 ; Klassen et al, 2010 ; Yu et al, 2015 ).…”