E-Learning during the COVID-19 Lockdown: An Interview Study with Primary School Music Teachers in Italy

Autor/inn/en	Biasutti, Michele; Antonini Philippe, Roberta; Schiavio, Andrea
Titel	E-Learning during the COVID-19 Lockdown: An Interview Study with Primary School Music Teachers in Italy
Quelle	In: International Journal of Music Education, 41 (2023) 2, S.256-270 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Biasutti, Michele) ORCID (Schiavio, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/02557614221107190
Schlagwörter	Foreign Countries; Elementary School Teachers; Music Teachers; Online Courses; COVID-19; Pandemics; School Closing; Teacher Attitudes; Lesson Plans; Planning; Time Management; Student Participation; Educational Technology; Technological Literacy; Learning Activities; School Personnel; Role; Teacher Student Relationship; Parent Teacher Cooperation; Barriers; Program Effectiveness; Italy + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Music; Musiklehrer; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Lehrerverhalten; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Zeitmanagement; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Unterrichtsmedien; Technisches Wissen; Lernaktivität; Schulpersonal; Rollen; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Italien
Abstract	The present article provides an in-depth look at the strategies and practices developed by a cohort of primary school music teachers in Italy to deliver online music lessons during the COVID-19 lockdown. We used a qualitative methodology based on semi-structured interviews to bring out our participants' voices and reflections in a very personal manner and examine their perspectives on issues important to their profession and daily work. We were interested in investigating which practices and strategies were used or developed to deal with the difficulties and positive aspects characterising their experiences as teachers during the lockdown period. A focus was put on lesson planning, time management, student involvement, and information and communication technology (ICT) skills. Qualitative data were analysed using an inductive method based on grounded theory, giving rise to the five following dimensions: classroom activities; the role of the school and staff members; teachers' interactions with children and their parents; positive outcomes; unresolved challenges. Participants discussed how they used ICT and managed their classes remotely, provided vivid descriptions of their professional relationships with colleagues and students, and reflected on the advantages and disadvantages of teaching music remotely, pointing to new ways to improve current teaching methodologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01