Teachers and Researchers Collaboration: Re-structuring Didactics and Professionalims
DOI:
https://doi.org/10.32043/jimtlt.v1i1.13Parole chiave:
Special Didactics; research training; teacher-research, transformative processesAbstract
Almost two years after the first impact with the Covid-19 pandemic, despite difficulties and discrepancies in the national territory, the school is involved in a significant renovation and requalification of educational-didactic processes.
The need for a return to normality is expressed in several ways, from the paths anxiously aimed at recovering time and the opportunities lost during the remote schooling to the reorganization of teaching practices.
Looking at the materials and activities gradually developed and documented by a team of primary school teachers, the article details a collaborative action research and teacher research process that tries to answer to some important questions. Coming back to the in-class learning, in what terms did the teachers value the experience of the remote schooling? Has the renewal of teaching made it possible to respond to the emerging needs that the pandemic has made explicit? Are the necessary adaptation actions able of producing new development horizons also on a professional level?
The results show how the concrete process of inclusion and the well-being environment created for pupils and families let arise the didactic-methodological attention and the professional awareness that teachers need to continually foster.
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Copyright (c) 2022 Antioco Luigi Zurru, Ilaria Tatulli, Daniele Bullegas, Antonello Mura
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