Nuovi paradigmi, nuovi stili, nuove sfide educative

Advantages and disadvantages of distance learning during COVID-19 pandemic from the perspective of teachers

The paper focuses on distance learning introduced in Poland since the outbreak of covid-19 pandemic was officially declared. In order to investigate the conditions of remote teaching, namely its advantages and disadvantages, 50 teachers were individually interviewed using remote communication tools (Skype, Zoom, etc.). As a result of the data analysis, the categories that determine success and failure of remote learning were identified, in regard to the work of teachers and their evaluation of the effectiveness of this form of education. The final conclusions present some recommendations regarding teacher training in online teaching.

DOI: 10.13134/979-12-5977-019-6/1

COVID-19 e educatori sociali: scenari di una nuova deontologia professionale

La pandemia COVID-19 ha causato effetti in molti ambiti della società. Le misure restrittive imposte hanno portato a un aumento del disagio sociale, mostrando le difficoltà del sistema di welfare e evidenziando l’importanza del lavoro sociale. Negli ultimi anni gli educatori socio-pedagogici hanno vissuto una stagione di ridefinizione che ha generato confusione e smarrimento. Per il mondo post-COVID, tuttavia, sarà essenziale avviare una nuova riflessione etica in grado di orientare l’agire dei professionisti e di restituire senso e centralità all’azione educativa e all’approccio pedagogico. Questo permetterà di dare risposte più efficaci a tutte le persone a cui gli educatori rivolgono il loro intervento.

DOI: 10.13134/979-12-5977-019-6/2

A pedagogy of death in times of COVID-19

The global pandemic situation caused by COVID-19 has generated, according to WHO, more than 247,000 deaths worldwide to date. Death has become a daily news in the opening headlines of news, if not a fact that thousands of families are going through. One might wonder how children are coping in a pandemic situation. In our chapter we treat child grief as an element that reconstructs the life of the person who has suffered the loss or questions about it. It is a relationship that the child establishes with the emptiness that such loss has left, with the aim of knowing and reflecting on its importance and working on the frustration and suffering that has created it in the best possible way.

DOI: 10.13134/979-12-5977-019-6/3

Il COVID-19, la percezione del tempo vissuto, la percezione di tempi nuovi da vivere

Il punto di vista pedagogico deve partecipare al dibattito interdisciplinare che negli ultimi mesi ha proposto letture e analisi dell’impatto prodotto, a partire dalla primavera del 2020, per gli individui e all’interno di micro- e macro-contesti sociali, su stili di vita, stili aggregativi e sociali, comunicativi, espressivi, di apprendimento, percezione della realtà. Questo articolo propone l’analisi e la lettura delle risposte che un gruppo di insegnanti, educatori, genitori hanno dato, nei primi mesi del confinamento in Italia, alle domande di un questionario impegnato a osservare il disagio prodotto dalla imprevista pressione vissuta in tempi e spazi individuali e collettivi.

DOI: 10.13134/979-12-5977-019-6/4

L’épistémologie à l’heure de la covid-19: si on changeait de paradigme?

Cet article résulte de réflexions épistémologiques échangées avec mes collègues de l’Université Roma III (Département des sciences de la formation) lors de différentes missions d’enseignement effectuées dans le cadre d’Erasmus+. Ces réflexions dont nous livrons ici une synthèse, ont été actualisées à l’heure de la crise de la COVID-19 qui se prolonge au moment où nous achevons notre contribution et qui prend une dimension complexe avec l’irruption de variants plus contagieux et qui semblent entraver le processus de mobilité intra-européenne.

DOI: 10.13134/979-12-5977-019-6/5

Camus, Morin, il covid-19 e l’urgenza di un cambio di paradigma

L’inizio della pandemia COVID-19 ha coinciso con la data di un convegno su Albert Camus che non si è mai svolto. A un anno di distanza, gli interrogativi sull’uomo e sulla sua collocazione nel mondo che quel convegno voleva affrontare si ripropongono e si precisano con ancora maggiore urgenza. Le riflessioni di A. Camus, E. Morin, D. F. Wallace, I. Capua, pongono l’accento sull’importanza di una visione complessa che non separi l’umano e il suo benessere dalla consapevolezza di un legame inscindibile e di una responsabilità ineludibile nei confronti del pianeta terra e di ogni sua componente, vivente e non vivente. In un’ottica interdisciplinare, la letteratura e ogni scienza, umanistica o ‘dura’, contribuiscono alla comprensione di questa complessità e delle sue conseguenze etiche, estetiche e assiologiche.

DOI: 10.13134/979-12-5977-019-6/6

Technology Education and Technological Reasoning in Finland, Estonia, and Iceland

The research took place in Finland, Estonia, and Iceland. The researchers were interested in the present level of students’ technological reasoning at the ages of eleven and thirteen. Students’ technological reasoning was measured with a questionnaire regarding mechanical systems connected with simple physical phenomena. Data was collected using a questionnaire distributed to 317 students in Finland, 303 in Estonia and 277 in Iceland. The results highlighted general lack of understanding in technological reasoning. Some differences between Finland, Estonia and Iceland were found. This is explained by different curriculum settings. Furthermore, difference between boys and girls was found, which could be due to different interests in technological area.

DOI: 10.13134/979-12-5977-019-6/7

Assessment and classroom learning: discontinuities between theory and practice

Assessment literacy remains a major educational challenge, despite progress in this area. The literature shows the need to improve assessment literacy and the quality of teacher training in order to promote effective assessment knowledge and practice. The idea that assessment can improve students’ learning has gained increasing acceptance but the systematic use of learning-focused assessment seems to be the exception rather than the rule. In our research in the Portuguese context, the use of assessment as a tool for learning is not indicated by the data collected from teachers.

DOI: 10.13134/979-12-5977-019-6/8

Importancia de la lectura dialógica en el inicio del proceso de alfabetización

El aprendizaje de la lectura es una de las herramientas fundamentales para el éxito escolar y para el desarrollo personal. La lectura dialógica se sitúa dentro de las teorías que destacan las interacciones personales como elementos generadores del aprendizaje. El propósito de este trabajo fue estudiar si mediante la utilización de programas didácticos que integren la lectura dialógica en los programas de enseñanza se adquiere un mejor aprendizaje de esta habilidad lingüística. Se empleó un diseño cuasi-experimental de comparación entre grupos con medidas pretest y postest en el que participaron 112 alumnos con edades comprendidas entre los 6 y los 7 años. Los resultados apoyan el desarrollo de modelos de enseñanza que integren la lectura dialógica en la práctica del aula.

DOI: 10.13134/979-12-5977-019-6/10

Preparing prospective primary teachers to value and to develop inference in reading comprehension

International assessment of reading comprehension in Spanish primary and secondary education (PIRLS, PISA) indicates weak inferential comprehension. The cause could be a combination of sociological, psychological and pedagogical factors, such as an insufficient training. A first step towards developing inference in children is to raise teachers’ awareness about the importance of this skill and to provide them with competences and tools to train the children. The paper reports an experience of tutoring four prospective primary education teachers whose final year projects dealt with reading comprehension. Conclusions suggest the positive effects of this and similar research lines in final year projects and the expectation that the learning may be reflected in their future classroom practice.

DOI: 10.13134/979-12-5977-019-6/9

To stay or to leave? The phenomenon of running away, as a form of criticism against the child protection system

The research is based on quantitative and qualitative parts and the focus is on the effects and symptoms of the running away phenomenon from children’s homes and from foster families. Running away from the public care system means escaping from childhood which is equal with escaping to adulthood. From risky childhood to risky adulthood. The goal of our research is to understand and analyse the causes of this phenomenon and find solving methods to decrease running away from the child protection system. In our study we will reflect on how children and professionals interpret the problem and on what kind of preventive and reactive methods exist in the Hungarian public child protection system.

DOI: 10.13134/979-12-5977-019-6/11

Narrativas transmediaticas en la educación a distancia

El papel del profesor ha cambiado radicalmente con la introducción de los medios digitales en el proceso educativo. Este actúa como un dramaturgo, que crea narrativas transmediáticas para involucrar a los estudiantes en su acceso al conocimiento e incentivar experiencias emocionales específicas. Estas experiencias funcionan como un complejo interconectado en la medida en que los estudiantes necesitan desarrollar herramientas para la interpretación, negociación del significado de la información a la que están expuestos en el contexto de lo transmediatico. Esta contribución presenta un proyecto interdisciplinario que exploró y utilizó narrativas transmediáticas en el campo de la educación a distancia en los recientes meses de cuarentena.

DOI: 10.13134/979-12-5977-019-6/12

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