he COVID-19 pandemic has, directly and indirectly, had a strong impact on education, on all school grades as well as on the university. For example, students, institutions, teachers and families had to respond unpredictably to the transition from a face-to-face teaching to a remote teaching (Distance Teaching and Integrated Digital Teaching). Need to create learning environments, as per their projection (in terms of accessibility) the teachers were not yet prepared. The present survey involved 116 support teachers, but without specialization, in schools of any orders and degrees in the Abruzzo Region. The aim was to indicate, through the testimony of teachers, how schools and teachers themselves have 'reacted' to the pandemic emergency in terms of management organization, inclusive teaching planning, teachers training. We also try to identify what skills in distance learning, these latter possessed. We wanted to solicit a systematic reflection on the DaD design aimed at students with BES, at promoting inclusive processes in the direction of certain accessibility to distance or blended teaching, and incoming training, aimed at support teachers that allows them to optimize learning processes in an online environment. This contaminates the 'computer' dimension of teaching with the cooperative pedagogical one.

Technologies for inclusion. The training of the support teacher: a survey in schools in the Abruzzo Region in the light of the Covid-19 pandemic

Isidori Maria Vittoria;
2021

Abstract

he COVID-19 pandemic has, directly and indirectly, had a strong impact on education, on all school grades as well as on the university. For example, students, institutions, teachers and families had to respond unpredictably to the transition from a face-to-face teaching to a remote teaching (Distance Teaching and Integrated Digital Teaching). Need to create learning environments, as per their projection (in terms of accessibility) the teachers were not yet prepared. The present survey involved 116 support teachers, but without specialization, in schools of any orders and degrees in the Abruzzo Region. The aim was to indicate, through the testimony of teachers, how schools and teachers themselves have 'reacted' to the pandemic emergency in terms of management organization, inclusive teaching planning, teachers training. We also try to identify what skills in distance learning, these latter possessed. We wanted to solicit a systematic reflection on the DaD design aimed at students with BES, at promoting inclusive processes in the direction of certain accessibility to distance or blended teaching, and incoming training, aimed at support teachers that allows them to optimize learning processes in an online environment. This contaminates the 'computer' dimension of teaching with the cooperative pedagogical one.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11697/172097
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