| Autor: |
Tommaso Rompianesi, Maria Letizia Cenerelli |
| Jazyk: |
English<br />Italian |
| Rok vydání: |
2022 |
| Předmět: |
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| Zdroj: |
Ricerche di Pedagogia e Didattica, Vol 17, Iss 3, Pp 129-148 (2022) |
| Druh dokumentu: |
article |
| ISSN: |
1970-2221 |
| DOI: |
10.6092/issn.1970-2221/15627 |
| Popis: |
The schools’ closure and the adoption of distance learning (DL) during the Covid-19 pandemic deeply changed Italian schools’ teaching and organizational practices. This article investigates how a micro-universe of four parents, seven teachers, and a school principal experienced and represented the role of the school during the first Covid-19 lockdown (March-June 2020). We analyzed the set of semi-structured interviews through Thematic Analysis (TA). We identified three cross-cutting representations: the school as an “educational community”, as a “guide”, and as a “place of care”. Despite its fading as a physical space, the teachers experienced the school as a place to build meaningful relationships, intensify communication with colleagues, and re-discover the collective dimension of teaching. The school principal’s leadership, which was oriented towards the inclusion and valuing of teachers’ skills, served as a professional guide and emotional support for the teaching staff. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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