Teaching Practices in the Covid-19 Emergency The Italian Teachers’ Perspective

Due to the global pandemic, schools around the world were forced to adopt Distance Teaching (DT) as an emergency solution to give continuity to the teaching-learning process, permitting learners to go on being taught during the lockdown. !e forced closure of schools caused an organizational, personal and professional shock in all the actors involved. !e digital issue represents only the tip of the iceberg of a much deeper challenge that spans across all the components of the educational spectrum which pertain more to the value and cultural sphere than to the technical one. !e paper shows results of a multitarget pilot research, carried out during the Italian lockdown, aiming at animating the debate around schools from a multi-actor perspective and at supporting policies. Here, we focus in particular on the implications of DT for Italian teachers, paying speci "c attention to their professional and emotional experience and the teaching practices they applied during the emergency. !e main research questions addressed are: a) what were the main critical issues and solutions adopted by teachers during the "rst lockdown? b)#what teaching model has the experience of DT allowed to emerge? !is analysis is confronted with a double challenge: a) to interpret what emerged from the teacher’s questionnaire, in relation to the theme of the digitization of teaching and the professionalization of teachers; b) look at the strengths and criticalities of the experience, with the aim to learn in an organizational, educational and didactic perspective, how to conduct organizational and social learning processes in the post-pandemic school.