La ricerca sul campo prima, durante e dopo l’emergenza: le soft skills di insegnanti e ricercatori

Debates on the quality of studies in educational technologies (Rivoltella, Rossi, 2019) are now added to the reflections on the new normality of post-covid-19 (Cahapay, 2020): in the face of such changes, field research in schools requires an approach that unifies teachers and researchers in joint actions against «innovation without change» (Elliott, 1993). The paper describes the ongoing re search experience at the Scuola Audiofonetica in Brescia on the topics of Educational Differentiation (d’Alonzo, 2016) and inclusive technologies, narrating teaching and experimental practices –as well as accelerations, brakes, and restarts – before, during and after the emergency, based on the experiences of the teachers and researchers involved. The actuality requires transversal skills for teachers (Biasi et al., 2019); about these, there has long been an open debate; while there are limited studies and opportunities for young researchers to grow in relation to the skills needed in their activities (Zaccarin, Martini, 2008), particularly when they do not take place in enterprises, but in educational contexts. In the framework of narrative research, as a process of constructing meanings useful to orient future action (Mortari, Ghirotto, 2019), we propose the outcomes of a teacher-researcher exchange on educational research practices at school in its contextual implications, in relation to the professional, motivational, and value differences that animate the different actors. If the re-professionalization of teachers (Damiano, 2013) also passes through an active role in research processes, this can constitute an opportunity for the development of transversal skills for the reflective professional (Schön, 1999), whether teacher or researcher.