The COVID-19 pandemic ushered in 'emergency teaching.' It required schools to engage in mandatory distance learning, and made teachers adapt their teaching practices. It also led to new ways of involving students and relating to their discipline. To avoid the undesirable effects of coronateaching (UNESCO-IESALC, 2020) – that is, the sudden transition of frontal teaching into the virtual mode (without affecting either the curriculum or teaching method), research on teacher education should examine more deeply the question of how change is taking place. Inspired by the teachers' knowledge framework and open to further technological and relational assumptions, this chapter reports the findings from a survey examining adaptations of daily teaching practice carried out by in-service teachers from three countries – Italy, Russia, and India – during the COVID-19 pandemic.
Technologies for Coronateaching
Agrati, Laura Sara;
2025-01-01
Abstract
The COVID-19 pandemic ushered in 'emergency teaching.' It required schools to engage in mandatory distance learning, and made teachers adapt their teaching practices. It also led to new ways of involving students and relating to their discipline. To avoid the undesirable effects of coronateaching (UNESCO-IESALC, 2020) – that is, the sudden transition of frontal teaching into the virtual mode (without affecting either the curriculum or teaching method), research on teacher education should examine more deeply the question of how change is taking place. Inspired by the teachers' knowledge framework and open to further technological and relational assumptions, this chapter reports the findings from a survey examining adaptations of daily teaching practice carried out by in-service teachers from three countries – Italy, Russia, and India – during the COVID-19 pandemic.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
