The INDIRE survey “Impact of the pandemic on the teaching and organizational practices of Italian schools in the school year 2020/21” is available online.
The work is the integration of the previous report released last February, containing the first results of a sample survey conducted in the period March-June 2021 on primary and secondary school teachers. A survey that in turn was part of a research path started by INDIRE already during spring 2020’s lockdown, when the suspension of in-person school activities, and the consequent activation of distance learning, had given rise to an unprecedented situation that required urgent analysis. The results of the first survey of 2020 were published in two reports published in July and December that same year.
The pandemic was undoubtedly a great field of experimentation for the school system. An opportunity to redefine some aspects, from strictly educational to organizational ones, from relationships with families and the territory to educational contents and how to use them. This new report focuses on these aspects, especially considering those that suggest a transformative potential for the post-Covid period.
The report just published identifies ten trends that affect different aspects, from teaching to evaluation, from student well-being to the relationship with the “outside”, from teacher training to new forms of content production, up to the use of all-in-one technological platforms and new forms of collaboration within the school and with local authorities.
Themes that, as we read in the preface, represent good news on schools during the pandemic, alongside the less good ones and the “critical issues that have had wide coverage in the media and which have also been confirmed by some surveys conducted in the same period: the generalized decline in the levels of learning and active participation of students; the scarcity of technologies and – above all – of adequate domestic spaces for learning”.
The survey was carried out by INDIRE through a questionnaire administered in the period March-June 2021 and involved a statistically representative sample of state schools of primary and secondary education. 2,546 teachers replied (1,994 females and 552 males) distributed as follows by school level: 26.8% belonging to primary schools, 20.3% to lower secondary schools, and the remaining 52.9% to upper secondary schools. Most teachers (38%) are aged between 44 and 54, followed by teachers who are 55 and over (33.2%), and finally, teachers who are up to 43 years old (28.8%).