Diventare insegnanti in tempi di (post)pandemia: (dis)connettendo tecnologie per la didattica e stress

Abstract

Abstract – Teachers graduating from higher education, especially after these pandemic-induced remote education years, should be familiar with educational technology, ready and skilled to lead their school communities in creative and innovative technology-infused didactics. However, upon entering the profession they often struggle to realize their potential. Instead, newly qualified teachers often surrender to external/routine contingencies or experience enough distress that they go into professional burnout within five years. This research investigates student-teachers’ occupational stress (as risk factor) and perception of the impact of the pandemic on their initial education (ITE), in relation to their dispositions to integrate innovative technologies in their practices. Results indicate a moderately stressed cohort of teachers, understandably impacted in their education by the pandemic years. However, the participants appreciated their ITE’s strategies and there is no strong correlation between stress, pandemic impact and dispositions for technology integration.