Descrizione e apprendimenti professionali dell’esperienza scolastica a distanza. Il punto di vista degli insegnanti

This paper describes in depth the quality aspects of the professional experience of kindergarten, primary and lower secondary school teachers during the shift to remote education (March - June 2020). In particular, the study intends to explore the formative impact of the experience itself in relation to the professional profiles of teachers and the role played by their working context. Data was collected in July 2020 via a questionnaire administered to teachers mainly living in Lombardy. A univariate descriptive analysis and a reflexive thematic analysis were performed based on the data of the 634 valid questionnaires. The results show that the professional experience during the remote education period was mainly described as a period of intense professional growth, peer discussion and didactic experimentation rather than a period of difficulty and stress, except for the ‘issues encountered with students who are marginalized in educational and social terms and who have problems in gaining access to remote education.