The Italian Society for Educational Research (SIRD) promoted a national research initiative in order to reflect on the remote education methods adopted during the Covid-19 emergency. The research was conducted by means of a questionnaire answered by more than 16,000 teachers from schools of all types and at all levels throughout the country. This paper describes the methodology used for the qualitative analysis and illustrates the structure of the categories. The open questions investigated the strengths and weaknesses of remote education and the difficulties encountered by students. Furthermore, a space for comments and reflections made it possible to investigate in depth the teacher’s point of view.
La Società Italiana di Ricerca Didattica (SIRD) ha promosso una ricerca nazionale per avviare una riflessione sulla didattica a distanza (DaD) adottata durante l’emergenza Covid-19. La ricerca è stata condotta mediante l’utilizzo di un questionario a cui hanno risposto oltre 16.000 insegnanti di ogni ordine e grado, dislocati in tutto il territorio nazionale. Il contributo descrive la metodologia utilizzata per l’analisi dei dati qualitativi e presenta la struttura ca- tegoriale emersa. Le domande aperte erano volte a far emergere i punti di forza e di debolezza della DaD, nonché le difficoltà riscontrate dagli studenti. Uno spazio dedi- cato a commenti e riflessioni, inoltre, ha consentito di cogliere in modo maggiormente circostanziato il punto di vista degli insegnanti interpellati.
Un modello di analisi delle domande aperte nell’indagine nazionale SIRD sulla didattica a distanza durante l’emergenza Covid-19
Federico Batini
Writing – Review & Editing
;Giulia BarbisoniFormal Analysis
;Eleonora PeraFormal Analysis
;Giulia TotiWriting – Original Draft Preparation
;
2020
Abstract
The Italian Society for Educational Research (SIRD) promoted a national research initiative in order to reflect on the remote education methods adopted during the Covid-19 emergency. The research was conducted by means of a questionnaire answered by more than 16,000 teachers from schools of all types and at all levels throughout the country. This paper describes the methodology used for the qualitative analysis and illustrates the structure of the categories. The open questions investigated the strengths and weaknesses of remote education and the difficulties encountered by students. Furthermore, a space for comments and reflections made it possible to investigate in depth the teacher’s point of view.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
