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The aim of the present study is to reflect on the experiences of emergency didactics, distance education (DAD) and digitally integrated education (DDI), of primary school teachers on a regional scale (Veneto), in terms of resilience display. Several teachers answered an online questionnaire at two points in time: at the time of DaD (spring 2020 – N=494) and when DDI became more widespread (winter 2021-2022 – N=620). The participants showed resilience when facing the Covid-19 crisis: the school system resisted, albeit mostly by implementing traditional teaching set-ups, especially through DaD. Two protective factors for resilience were explored: collaboration and technological training. Their impact as protective factors on the development of teachers’ resilience proved not decisive, although slight improvements are noted between the two survey datasets. Didattiche emergenziali a confronto: collaborazione e formazione tecnologica per lo sviluppo di resilienza negli insegnanti. L’obiettivo del presente studio è quello di offrire una rilettura sulle esperienze di didattica emergenziale, Didattica a Distanza (DAD) e Didattica Digitale Integrata (DDI), vissute da insegnanti di scuola primaria su scala regionale (Veneto) in chiave di manifestazione di capacità di resilienza. Svariati insegnanti hanno risposto ad un questionario online in due momenti: al tempo della DaD (primavera 2020 – N=494) e quando la DDI si è diffusa maggiormente (inverno 2021-2022 – N=620). I partecipanti hanno manifestato capacità di resilienza di fronte alla crisi Covid-19: il sistema scuola è resistito, seppur implementando assetti didattici di tipo tradizionale, specie in DaD. Si sono approfonditi due fattori protettivi per la resilienza: la collaborazione e la formazione tecnologica. Rispetto al loro impatto sullo sviluppo delle capacità di resilienza degli insegnanti, sebbene si notino deboli miglioramenti tra le due rilevazioni, i dati mostrano che essi non possono essere considerati fattori protettivi particolarmente determinanti.

Riassunto – Gli insegnanti che si qualificano oggi, soprattutto dopo la pandemia, dovrebbero avere dimestichezza con le tecnologie educative ed essere capaci di guidare le proprie comunità scolastiche in una didattica creativa, innovativa, infusa di tecnologia. Tuttavia i neo-docenti si arrendono spesso alle contingenze esterne/di routine o vivono uno stress tale da andare in burnout entro cinque anni. La presente ricerca indaga lo stress professionale dei docenti alla soglia dell’entrata nel mondo del lavoro e la percezione dell’impatto della pandemia sulla formazione iniziale (ITE) in relazione alle loro disposizioni a integrare le tecnologie digitali nelle pratiche didattiche. I risultati indicano una coorte moderatamente stressata di docenti condizionati nella propria formazione dagli anni della pandemia. Tuttavia i partecipanti hanno apprezzato le strategie dell’ITE e non c’è una forte correlazione tra stress, impatto della pandemia e disposizioni per l’integrazione della tecnologia., Annali online della Didattica e della Formazione Docente, V. 15 N. 25 (supplemento) (2023): Ricerca educativa e formazione degli insegnanti

Teachers' professional expertise is based on (but not limited to) a complex, multifaceted and situated professional knowledge, in this dissertation identified in the Technological Pedagogical Content Knowledge (TPCK) framework. Literature has widely investigated the interconnections between TPCK and tacit non-rational underpinnings - in this dissertation identified in the construct of dispositions - when it comes to integrating technologies into teaching practices. Furthermore, a successful technology integration, supported by strong knowledge bases and positive dispositions, implies specific decision-making processes to be enacted - in this dissertation identified in the construct of pedagogical reasoning. Hence, it is crucial to investigate how teachers reason professionally about integrating technologies, e.g. in a core teaching practice such as designing a learning unit. Whereas quite broad is the literature on the efficacy of engaging student-teachers in design tasks supporting dispositions and TPCK's improvement, it is still unclear if and how these tasks can engage some sort of pedagogical reasoning. The present dissertation reports on a research carried out at pre-service level to investigate how TPCK-informed design tasks may engage student-teachers in pedagogical reasoning, considering their implicit dispositions on the matter of technology integration in education. The ultimate aim of the research is to provide empirical evidence for a better understanding and fostering of reasoned technology-integrated teaching practices, to the service of initial education programmes, scholars and practitioners. Given the complexity of the phenomenon and the contextual influence on it (i.e. the specific pre-service academic strategies used), this research takes the form of a multiple case study engaging three Higher Education institutions across Europe, in their Initial Teacher Education (ITE) programmes (N=345). The multiple case study included the implementation of several instruments for data collection, namely (1) observation, (2) documentation, (3) focused interviews and (4) a pre-/post - questionnaire. The reader will find both case-specific and cross-case analyses of the phenomenon at study. Overall, the emerging findings would suggest ITE's strategies fair efficacy in supporting student-teachers' knowledge bases and dispositions toward technology integration, both powerful and positive enablers for future behaviours. On the other hand, notwithstanding the case-specific strengths, findings suggest that part of the student-teachers' reasoning processes for technology integration in design tasks, may find its roots elsewhere. The conclusions of the present research would suggest the need for further investigation of the phenomenon.

In recent decades, there has been increasing research interest in teachers’ competences regarding the growing role of technologies in educational practices. These competences are grounded on a clear base of technological knowledge, along with the recognized dimensions of a broad pedagogical expertise and deep knowledge of the content. This paper analyses the most significant international literature on the topic, reporting the theoretical discussion about teachers’ knowledge as described by the Technological Pedagogical Content Knowledge framework (TPCK – Koehler & Mishra, 2005a) based on Shulman’s (1986, 1987) PCK. This framework will be analysed in its definition and main components, as well as in the different interpretations given by researchers in recent years. Finally, some of the main strategies documented in the literature to develop this type of teacher knowledge in pre-service education will be presented.