What Teachers Tell Us About the Impact of the COVID-19 Pandemic on Public Education in Italy
Gisella Decarli
,
Luca Surian
,
Michela Vignoli
,
Laura Franchin
The Coronavirus disease (COVID-19) state of emergency has brought about a radical change in the way of teaching. In a questionnaire, we asked 120 teac.
- Pub. date: April 15, 2022
- Pages: 1103-1114
- 423 Downloads
- 380 Views
- 2 Citations
The Coronavirus disease (COVID-19) state of emergency has brought about a radical change in the way of teaching. In a questionnaire, we asked 120 teachers from Italian Primary, Middle and High Schools about the advantages and disadvantages of online teaching, the students’ conduct during lessons and the methodologies applied to students with special educational needs. Primary School teachers most strongly reported an increase in boredom and distraction, and disagreed that online teaching helps students’ learning and that it makes them more active. The main advantage of online teaching was the technical and methodological innovations, while the main disadvantage was the lack of relationship with students. In the case of students with special educational needs, many teachers reported that they used simplified procedures and personalized meetings. Overall, teachers appear to think that online teaching has many drawbacks, though it also has some positive aspects that need to be appreciated and exploited.
Keywords: COVID-19, online teaching, students with special needs, teaching practice.
References
Akour, A., Al-Tammemi, A. B., Barakat, M., Kanj, R., Fakhouri, H. N., Malkawi, A., & Musleh, G. (2020). The impact of the COVID-19 pandemic and emergency distance teaching on the psychological status of university teachers: A cross-sectional study in Jordan. The American Journal of Tropical Medicine and Hygiene, 103(6), 2391–2399. https://doi.org/10.4269/ajtmh.20-0877
Armitage, R., & Nellums, L. B. (2020). Considering inequalities in the school closure response to COVID-19. The Lancet Global Health, 8(5), e644. https://doi.org/10.1016/S2214-109X(20)30116-9
Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), 1-9. https://doi.org/10.29333/pr/7937
Bergdahl, N., & Nouri, J. (2020). Covid-19 and crisis-prompted distance education in Sweden. Technology, Knowledge and Learning, 26, 443–459. https://doi.org/10.1007/s10758-020-09470-6
Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. https://doi.org/10.1080/02619768.2020.1821184
Huang, C., Wang, Y., Li, X., Ren, L., Zhao, J., Hu, Y., Zhang, L., Fan, G., Xu, J., Gu, X., Cheng, Z., Yu, T., Xia, J., Wei, Y., Wu, W., Xie, X., Yin, W., Li, H., Liu, M., … Cao, B. (2020). Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China. The Lancet, 395(10223), 497-506. https://doi.org/10.1016/S0140-6736(20)30183-5
Huber, S. G., & Helm, C. (2020). COVID-19 and schooling: Evaluation, assessment and accountability in times of crises-reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32(2), 237–270. https://doi.org/10.1007/s11092-020-09322-y
Judd, J., Rember, B. A., Pellegrini, T., Ludlow, B., & Meisner, J. (2020). “This is not teaching”: The effects of COVID-19 on teachers. Social Publisher Foundation. https://bit.ly/3ttz1Rl
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352
Meleo-Erwin, Z., Kollia, B., Fera, J., Jahren, A., & Basch, C. (2020). Online support information for students with disabilities in colleges and universities during the COVID-19 pandemic. Disability and Health Journal, 14(1), 101013. https://doi.org/10.1016/j.dhjo.2020.101013
Ní Bhroin, Ó., & King, F. (2020). Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans. European Journal of Teacher Education, 43(1), 38-63. https://doi.org/10.1080/02619768.2019.1691993
Patel, K. (2020). Mental health implications of COVID-19 on children with disabilities. Asian Journal of Psychiatry, 54, 102273. https://doi.org/10.1016/j.ajp.2020.102273
Poletti, M. (2020). Hey teachers! Do not leave them kids alone! Envisioning schools during and after the coronavirus (COVID-19) pandemic. Trends in Neuroscience and Education, 20, 100140. https://doi.org/10.1016/j.tine.2020.100140
R Core Team, R. C. (2019). R: A language and environment for statistical computing (Version 3.0. 2)[Computer software]. R Foundation for Statistical Computing.
Salari, N., Hosseinian-Far, A., Jalali, R., Vaisi-Raygani, A., Rasoulpoor, S., Mohammadi, M., Rasoulpoor, S., & Khaledi-Paveh, B. (2020). Prevalence of stress, anxiety, depression among the general population during the COVID-19 pandemic: A systematic review and meta-analysis. Globalization and Health, 16, 57. https://doi.org/10.1186/s12992-020-00589-w
Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: Challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607. https://doi.org/10.1080/02619768.2020.1820981
United Nations International Children's Emergency Fund. (2020). Leaving no child behind during the pandemic: Children with disabilities and COVID-19. https://bit.ly/35v6xyy
van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education, 43(4), 623-638. https://doi.org/10.1080/02619768.2020.1821185
Van Lancker, W., & Parolin, Z. (2020). COVID-19, school closures, and child poverty: A social crisis in the making. The Lancet Public Health, 5(5), e243-e244. https://doi.org/10.1016/S2468-2667(20)30084-0
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055
Zhang, Y., & Ma, Z. F. (2020). Impact of the COVID-19 pandemic on mental health and quality of life among local residents in Liaoning Province, China: A cross-sectional study. International Journal of Environmental Research and Public Health, 17(7), 2381. https://doi.org/10.3390/ijerph17072381