Abstract The impact of the Covid-19 pandemic in schools, in particular the transition from face-to-face teaching to remote or blended teaching, has been one of the most developed themes in pedagogical research. This study, carried out in schools of all orders and grades of the Abruzzo Region in collaboration with the USR, involves 117 support teachers without specialization in service during the 2020/2021 school year. The results of an online questionnaire (https://forms.office.com/) found a lack of interaction between the support teachers and those on the common place with the school manager. We found some support teachers had difficulties in delivering synchronous metacognitive teaching and in producing digital contents. The average duration of online lessons was quite short, about an hour. Problems with remote interactions between the students with disabilities and classmates were also reported. Our aim was to develop a systematic reflection on the training of teachers in inclusive technologies starting from the direct testimony of those who, in a period of serious criticality, faced the complex professional role of support teaching.

The support teacher and the use of inclusive teaching technologies. Some evidence from the schools of the Abruzzo Region during the Covid-19 pandemic

M. V. Isidori;A. Santelli
2022-01-01

Abstract

Abstract The impact of the Covid-19 pandemic in schools, in particular the transition from face-to-face teaching to remote or blended teaching, has been one of the most developed themes in pedagogical research. This study, carried out in schools of all orders and grades of the Abruzzo Region in collaboration with the USR, involves 117 support teachers without specialization in service during the 2020/2021 school year. The results of an online questionnaire (https://forms.office.com/) found a lack of interaction between the support teachers and those on the common place with the school manager. We found some support teachers had difficulties in delivering synchronous metacognitive teaching and in producing digital contents. The average duration of online lessons was quite short, about an hour. Problems with remote interactions between the students with disabilities and classmates were also reported. Our aim was to develop a systematic reflection on the training of teachers in inclusive technologies starting from the direct testimony of those who, in a period of serious criticality, faced the complex professional role of support teaching.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11697/195827
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