Abstract

The COVID-19 pandemic has drastically changed education with the replacement of in-school teaching with online teaching in both Italy and Switzerland. The article carries out a qualitative comparative analysis of distance teaching policy documents and shows that the considerable discretion with which teachers were left increased their need to leverage skills, experience, and public interest orientation to tackle a crisis. The analysis also shows that the availability of resources can play a key role in stimulating teachers’ professionalization. Most importantly, all these features are identified in both countries, regardless of the institutional differences between them.Note: In the interests of space, street-level theory and the pandemic context underpinning the articles for this special issue are discussed in detail in the Introduction to the issue.

抽象的

在意大利和瑞士，COVID-19大流行极大地改变了教育方式，用在线教学代替了学校教学。本文对远程教学政策文件进行了定性的比较分析，结果表明，留给教师的大量酌处权增加了他们利用技能，经验和公共利益导向来应对危机的需求。分析还表明，资源的利用可以在促进教师专业化方面发挥关键作用。最重要的是，两国之间都确定了所有这些特征，无论它们之间的制度差异如何。注意：为了空间的利益，在本期《引言》中详细讨论了该特殊文章的街头理论和流行背景。