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ELF in teacher education: a way and ways
Negli ultimi venti anni la formazione dei docenti di lingua inglese è stata messa alla prova dai nuovi scenari derivanti da fattori quali: il crescente numero di classi multilingui e multiculturali, la diffusa esposizione alle varietà dell'inglese tramite i prodotti multimediali, l'uso emergente dell'inglese come lingua franca (ELF) nella comunicazione interculturale, così come il nuovo riconosciuto ruolo degli insegnanti e dei formatori non-nativi in contesti istituzionali. Questioni di identità, standard, livelli di competenza, comunicazione interculturale e rilevanza linguistica sia per gli apprendenti sia per i docenti, richiedono un orientamento paradigmatico e una seria riconsiderazione del curricolo di inglese, della formazione dei docenti di lingua, delle politiche linguistiche così come della ricerca e delle pratiche didattiche. Nuovi modi di formulare esempi, modelli, e azioni in termini di obiettivi educativi e di attività di consapevolezza linguistica richiedono un'analisi più attenta dei dati linguistici al fine di sollecitare la riflessione dei docenti, svelare e provocare le convinzioni esistenti sulla lingua e sulla competenza linguistico-comunicativa. Questo capitolo illustra come due gruppi di docenti italiani di inglese partecipanti a due corsi di formazione condotti da un formatore non nativo, sono stati introdotti ad ELF tramite l'esposizione, l'analisi e l'uso di campioni linguistici e con attività di consapevolezza linguistica e di noticing. English language teacher education has been challenged in the last two decades by new scenarios deriving from factors such as: the growing number of multilingual and multicultural classrooms, the widespread exposure through multimedia to varieties of Englishes, the emerging use of English as a Lingua Franca (ELF) in intercultural communication as well as the acknowledged new role of non-native teachers and teacher-trainers in institutional contexts. Issues of identity, standards, proficiency levels, intercultural communication and language relevance for both learners and teachers demand for a paradigmatic orientation and for a serious reconsideration of the English curriculum, of language teacher education, of language policies as well as of research and practice. New ways in devising patterns, models and actions in terms of educational aims and of language awareness activities require a closer investigation of language data in order to elicit teachers' reflection, unveil and challenge existing beliefs about language and about language communicative competence. This contribution illustrates how two groups of Italian English language teachers respectively participating in pre- and in-service teacher education courses led by a non-native teacher trainer have been introduced to ELF through exposure, analysis and use of ELF language samples via language awareness and noticing activities.
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Rethinking teacher education: between traditional and innovative competences ; Ripensare la formazione docente: tra competenze tradizionali e innovative
Into European political and pedagogical debate, the eventuality about thecreation in Italy of an "integrated education and training system for age 0-6" (L 107/2015) requests as no longer to put off the problem of the preschoolprofessionalism identification, as its qualification. The need of a univocaldefinition of professional profiles by models of competences led tothe formulation of this project research, wants to carry out a new model ofcontinuing professional development, according to the paradigm of capabilityapproach. However, the current lack of a model of professional competenceswhich to refer, requires a primary attention to such professionalismdescribing reference, linked to the development of several expansionapproaches at the same. The definition of systematic and coherent paths ofinitial formal training allow us to design new directions of continuing professional development, able to include the non-formal and informal enlargedlearning contexts. ; Nel solco del dibattito politico e pedagogico europeo, la prospettiva dellacreazione in Italia di un "sistema integrato di educazione ed istruzione perla fascia 0-6" (L 107/ 2015) impone come non più rimandabile la questionedel riconoscimento della professionalità prescolastica e della sua qualificazione.L'urgenza di una definizione univoca dei profili di competenzeprofessionali ha condotto alla formulazione di un progetto di ricerca tesoad esplicitare un nuovo modello di sviluppo professionale, secondo il paradigmadel capability approach. La mancanza attuale di un modello di competenzaunivoco richiede un'attenzione preliminare a tale riferimento didescrizione della professionalità, per poter innestare lo sviluppo di approccidi espansione della stessa. La definizione di percorsi coerenti e sistematicidi formazione iniziale di tipo formale permetterà infine di disegnarenuove traiettorie di sviluppo professionale continuo, capace di includere icontesti d'apprendimento allargati di tipo non formale ed informale.
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A century later: John Dewey's Democracy and Education anticipated Visible Learning in teacher education ; John Dewey e le anticipazioni del Visible Learning nella formazione degli insegnanti: a cento anni dalla pubblicazione di Democrazia e Educazione
Although, in his Democracy and Education (2010[1916]), Dewey does not explicitlytalk about teacher education, said book remains a relevant reflectionon how people learn and on how teaching should be undertaken. Inparticular, it is important to understand how one of Dewey's concepts—"education [as] reconstruction of experience"—could be meaningfully appliedto teacher education. In this context, another interesting concept isthe one expressed in the opening chapter: «the educative process is a continuousprocess of growth, having as its aim at every stage an added capacityof growth» (2010[1916], p. 73). ; Benché in Democrazia e educazione (1916) Dewey non scriva direttamentesulla formazione degli insegnanti, resta un testo che ha molto da farci rifletteresu come le persone imparano in generale, e come si dovrebbe essereinsegnare a scuola. In particolare, è importante comprendere in contesti diformazione degli insegnanti cosa Dewey voglia intendere col concetto di"formazione come ricostruzione di esperienza". Altrettanto interessanteper la formazione degli insegnanti risulta il principio affermato nel capitolodi apertura del volume che «il processo educativo è un processo continuodi crescita, avendo come obiettivo, in ogni fase, una capacità aggiuntiva dicrescita» (Dewey, 1916, p. 59).
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Sustainability' in the new Teacher Education and School Organizational Models at the Time of Post-Covid-19 ; La 'sostenibilità' nei nuovi modelli formativi degli insegnanti e organizzativi della scuola al tempo del Post-Covid-19
Since the last century there has been much reflection on the construct of sustainability both from an environmental, social and cultural point of view, and political scientists, ecologists, economists, journalists but also pedagogists have discussed it. During 2020, the European Commission considered sustainable development as a vital core of the 2030 Agenda, so much so that it elaborated 17 Sustainable Development Goals SDGs and the 169 sub-objectives associated with them to be achieved in the decade 2020- 2030. This essay deals with the issue of sustainability in relation to the new training models of teachers and school organization at the time of Covid-19, starting from the IV objective of the 2030 Agenda: To guarantee inclusive and equitable quality education and to promote opportunities for continuous learning for everyone. It follows that sustainable development appears to be a solid and useful conceptual framework from which to build a fair and sustainable well-being in the classroom and, consequently, in society, for the benefit of future generations. ; Già a partire dal secolo scorso si è tanto riflettuto sul costrutto sostenibilità sia da un punto di vista ambientale, che sociale e culturale e ne hanno discusso politologi, ecologisti, economisti, giornalisti ma anche pedagogisti. Nel corso del 2020, la Commissione Europea ha considerato lo sviluppo sostenibile come nucleo vitale dell'Agenda 2030, tanto da elaborare 17 obiettivi di sviluppo sostenibile OSS (Sustainable Development Goals SDGs) e i169 sotto-obiettivi ad essi associati da raggiungere nel decennio 2020-2030. Questo saggio affronta il tema della sostenibilità in relazione ai nuovi modelli formativi degli insegnanti e organizzativi della scuola al tempo del Covid-19, partendo dal IV obiettivo dell'Agenda 2030: Garantire un'istruzione di qualità inclusiva ed equa e promuovere opportunità di apprendimento continuo per tutti. Ne consegue che lo sviluppo sostenibile appare un quadro concettuale solido e utile, da cui partire per costruire un ...
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Service Learning: A Philosophy and Practice to Reframe Higher Education
In order to answer the call of Agenda 2030 (UN, 2015), higher education must assist in giving form to a new society in which democracy is cultivated in both the minds and practices of our society. A democratic education is the answer to the challenges of contemporary society, which is characterized by indifference and an unwillingness to engage for the common good. Educational practices are often aligned to this trend so that they are planned with the aim of developing competences useful for individual success and the economic improvement of society. It is necessary to envision a new design for higher education that promotes in people the disposition to engage in the construction of a society where everyone has an equal opportunity to live a good and fulfilling life. Useful for this purpose can be a rediscovery of the classical position of Plato, Socrates, and Aristotle that present virtue and ethics as a theoretical framework for education. This framework can be used as a foundation upon which to renew academic practices by planning and designing experiences able to translate theory into actions. Service learning is an interesting model that would allow for this and would guide practices that support a democratic education informed by virtue and ethics. If useful for redirecting higher education, service learning is particularly suitable for educating teachers, the practitioners who have a great responsibility for transforming society through education. In this paper, after developing the appropriate theoretical framework, we present, as an example of service learning, the Community Research Service Learning experience carried out at the University of Verona in the Primary Teacher Education master's degree program.
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Shaping Key Competences of Elementary Education Teachers – Research Report ; Kształtowanie kluczowych kompetencji nauczycieli edukacji elementarnej – raport z badań
The objective of the article is to present the results of pilot studies carried out among the second-year students of extramural and full-time studies in pedagogy with the specialisation: kindergarten and early school pedagogy, and among the first-year students participating in the project entitled "Experimental programme of educating kindergarten and early school teachers at AIK". This project is co-financed from the European Union funds within the European Social Fund, and its objective is to increase the competences of people participating in education at the university level in order to meet the needs of economy, labour market and society through the preparation and implementation of the innovative programme of educating teachers of early education. The diagnostic-verification research was carried out in June 2019. The students evaluated their key competences obtained in the process of education. In order to compare them, the U Mann-Withney Test was applied. The analysis of the results makes it possible to evaluate the programmes that are the basis for preparing a new model of shaping the key competences of elementary education teachers. The article presents the assumptions of the programme of educating teachers, the methodological bases for the research, and the analysis of the collected research results. ; Celem artykułu jest zaprezentowanie badań pilotażowych przeprowadzonych wśród studentów drugiego roku studiów niestacjonarnych i stacjonarnych kierunku pedagogika ze specjalnością edukacja przedszkolna i wczesnoszkolna oraz studentów pierwszego roku uczestniczących w projekcie zatytułowanym: "Eksperymentalny program kształcenia nauczycieli przedszkoli i edukacji wczesnoszkolnej w AIK". Projekt ten jest współfinansowany ze środków Unii Europejskiej w ramach Europejskiego Funduszu Społecznego, który ma na celu podniesienie kompetencji osób uczestniczących w edukacji na poziomie wyższym, odpowiadających potrzebom gospodarki, rynku pracy i społeczeństwa, poprzez opracowanie i wdrożenie innowacyjnego programu kształcenia nauczycieli wczesnej edukacji. Badania diagnostyczno-weryfikacyjne zostały przeprowadzone w czerwcu 2019 roku. Studenci oceniali swoje kluczowe kompetencje, które uzyskali w trakcie procesu kształcenia. W celu ich porównania zastosowano Test U Manna-Withneya. Analiza wyników badań pozwala na ocenę realizowanych programów, które są podstawą do opracowania nowego modelu kształcenia kluczowych kompetencji nauczycieli edukacji elementarnej. W artykule przedstawiono założenia programu kształcenia nauczycieli, podstawy metodologiczne przeprowadzonych badań oraz analizę zgromadzonych wyników badań.
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Lo sviluppo professionale docente dalle competenze alla capacitazione (Volume 1.0)
"With the evolution of today's educational contexts, teacher education is becoming increasingly important into European political discussion, in relation to its ability to improve the results of student learning. The need to confront new changes clearly signifies that the professionalism of teachers cannot be limited to competencies and skills learning, however, it does require new strategic dimensions of professional activation, oriented towards better identifying personal goals and strategies to be achieved. The text re-draws the paradigm of the continuing teacher professional development by integrating the capability approach with the models of competencies. Starting from the analysis of European policies on teacher education, the text carry out an experimental research into pre-school settings to explore the importance of individual choice: throught the creation of innovative research tools and a self-training methodology, pre-school teachers involved improved their self-determine agency and better qualified professional development. The text meets the interests of researchers, as a important contribution to rethink the topic of teacher training, also for the chosen methodological approach; for teachers, it wants to deepen the sense of educational professionalism, updated to the most recent topics and issues; finally, it meets the interests of aspiring in-training teachers or aspiring researchers for the richness of its contents, in order to inspire the elaboration of new, original research perspectives."
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La formazione degli insegnanti per la futura Europa interculturale
The author analyses the development of the teaching profession in a European tradition, examining two ideal types that are connected in various ways: the teacher as an "intellectual" who is loyal to the national tradition and the teacher as a "representative of a future vision". The freedom of teaching and the function of a "people's educator" are closely connected to a perspective that also allows the teacher to be a "promoter of an opportunity" and to engage in ethnic- political questions that are emancipatory in nature. The development of schooling itself, with the increase in the numbers of teachers and the progressive bureaucratization of the teaching profession seems to imply serious problems as a new European perspective tries to combine and to guarantee the foundations of the training of future teachers. The inseparable interdependence of the development of schooling and the fundamental idea of citizenship that constitutes the spirit of Western culture requires a new philosophy of education within teacher-training programs that goes beyond the control of parameters and training standards. In this newly founded philosophy it will be possible to combine the (still problematic) idea of a multiculture with tenable aims of education for future generations. In this sense the article contains directions for pedagogical work instead of hypothetical solutions only. (DIPF/orig.)
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The teacher of Physical Education in Primary School: legal issues and possible perspectivess ; L'insegnante di Educazione Fisica nella Scuola Primaria: problematiche ordinamentali e possibili prospettive
For a long time it has been discussed on compulsory of physical educationsubject in primary school by specialist teachers who have a degree in exerciseand sport sciences. After many physical education projects, at the least"Sport di classe", and the expectation of employing the generalist teacherwith certified skills of the so-called "Good School" law, the Chamber ofDeputies of Italian Republic approved a draft law to resolve the issue definitively.However, due to the stratification of more laws, the acquired rights ofwhom are in possession of framework qualifications according to previousrules and for furthermore political and scientific visions, nowadays the mainproblem is the multiple competences in this field. The aim study is to identifythe training program of the teachers to identify the most appropriate profileaccording to educational aims of the National Guidelines for the Curriculumfor primary school and respecting the purposes of the draft cited law project.The method is the archive research with document analysis. The results pointabout the specialist graduate in physical education and sports sciences withthe certification of 24 ECTS in the anthropology-psychology-pedagogicalarea, according to the specialist teacher idea. The legislator and the politicaldecision-maker have to apply the results to avoid running into applicationdifficulties, generated also because of other solutions, which would producea discrepancy between a specialist in physical education and sports sciencesand a specialized teacher from a generalist education program. ; Da tempo si discute sull'obbligatorietà dell'insegnamento dell'educazionefisica nella scuola primaria da parte degli specialisti forniti del prescrittotitolo di studio per conseguire gli obiettivi relativi alla salute, all'adozione dicorretti stili di vita, al benessere fisico, al conseguimento delle capacità motorie,agli apprendimenti trasversali alle conoscenze connesse al corpo e almovimento e, infine, alle competenze sociali attraverso la pratica sportiva.Dopo ...
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Prospective teachers' conceptions of assessment: an observational-correlational research in the 24 CFU Training Course ; Concezioni sulla valutazione dei futuri insegnanti: una ricerca osservativo-correlazionale nel Percorso Formativo 24 CFU
The article presents the design and main results of an observational-correlational research conducted on a non-probabilistic sample of 345 students attending the 24 CFU Training Course activated by the University of … in the academic year 2020/2021. The research aimed to investigate the conceptions about the nature and purpose of assessment held by aspiring secondary school teachers without an organic and specific educational background in the pedagogical-didactic field, also analyzing them in relation to some variables concerning their experiences related to school assessment. The data was collected through an online questionnaire administered at the beginning of the training path. The results emerging from descriptive and correlational data analysis offer interesting suggestions for the design of teacher education programs aimed at promoting the development of solid assessment skills within the framework of the pedagogical values of a democratic and inclusive school. ; L'articolo presenta il disegno e i principali esiti di una ricerca osservativo-correlazionale condotta su un campione non probabilistico di 345 studenti frequentanti il Percorso Formativo 24 CFU attivato dall'Università di … nell'a.a. 2020/2021. La ricerca ha mirato a rilevare le concezioni sulla natura e le funzioni dell'assessment di aspiranti insegnanti di scuola secondaria che non hanno una formazione organica e specifica in ambito pedagogico-didattico, analizzandole inoltre in relazione ad alcune variabili inerenti a esperienze professionali e vissuti in tema di valutazione scolastica. I dati sono stati raccolti tramite un questionario online somministrato all'inizio del percorso formativo. I risultati emersi dalle analisi di tipo descrittivo e correlazionale effettuate offrono interessanti spunti di riflessione per la progettazione di percorsi di preparazione alla professione docente orientati a promuovere lo sviluppo di solide competenze valutative nel quadro dei valori pedagogici propri di una scuola democratica e inclusiva.
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Educating to Democracy: New Itineraries for Social Justice ; Formare alla Democrazia: Nuovi itinerari per la Giustizia Sociale
The question about education, and about which model of education, belongs to society and moves from it, as well as the answer must go back to society again: education to complexity, critical thinking, responsibility for choices are all possible answers. In other words, we comprehend education as active citizenship, and by citizenship we mean a condition based on respect for oneself, respect for the others and the rules of any community. It is a cultural attitude built on values such as civil and political commitment, and an ethical dimension that implies the conviction that without choice and responsibility there can be no authentic social justice; it is a sense of belonging to democracy and democratic practice as well, where we believe democracy to be the result of opposition first, mediation later. This should be the task of the public School system, and to accomplish this task it is necessary to draw on the cultural richness that comes from its pluralism: this can be done by trained teachers, available to comparison, who know how to dismantle and reassemble disciplinary knowledge and soft skills in an epistemologically correct way, in order to meet the diversified learning needs, providing tools for interaction with reality. This kind of School, therefore, must be considered as an ethical place of education and citizenship, which guides change and transformative processes, inspired by new cultural, social, psycho-pedagogical and organizational models: a School which, as a public service, is already part of a pedagogical and political project. ; La domanda sull'educazione, e su quale modello di educazione, appartiene alla società, è mossa dalla società, così come ad essa deve tornare la risposta: educare alla complessità, al pensiero critico, alla responsabilità delle scelte sono le risposte possibili. In altre parole, consideriamo l'educazione come cittadinanza attiva, intendendo per cittadinanza una condizione definita, fondata sul rispetto di sé, degli altri e delle regole della comunità. Si tratta di un ...
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Teachers' Continuous Professional Development in Italy: an analysis of the results of the Teaching and Learning International Survey (TALIS) ; Lo sviluppo professionale continuo dei docenti in Italia: un'analisi dei risultati dell'Indagine internazionale sull'insegnamento e l'apprendimento (TALIS)
The role of teachers is recognised as crucial to the quality of education and student learning. Ensuring and improving the quality of their professionalism is therefore essential. Continuous Professional Development (CPD) is critical to achieving this goal. This paper explores the CPD in Italy by analysing the results of the latest Teaching And Learning International Survey (TALIS) conducted by the OECD in 2018. After highlight- ing the relevance that CPD assumes in the Italian context, the paper examines the survey results and compares them with European and OECD countries. The contribution analyses participation rates, types of activities, content, and areas for which teachers express the greatest need for development. The paper also explores the impact of CPD, characteristics of the most effective activities, factors perceived as barriers to participation, and support measures received by teachers. Finally, it discusses the findings that emerged and outlines possible perspectives that can guide and improve policies related to CPD and the choices of those who design and implement it. ; Il ruolo dei e delle docenti è riconosciuto come determinante per la qualità dell'istruzione e per l'apprendimento di studenti e studentesse. È quindi fondamentale assicurare e migliorare la qualità della loro pro- fessionalità. Lo Sviluppo Professionale Continuo (Continuous Professional Development - CPD) viene identificato come lo strumento decisivo per raggiungere tale obiettivo. Questo contributo esplora lo stato del CPD in Italia analizzando i risultati dell'ultima Indagine internazionale sull'insegnamento e l'apprendi- mento (Teaching And Learning International Survey - TALIS) condotta dall' OCSE nel 2018. Dopo aver evidenziato la rilevanza che il CPD assume nel contesto italiano, si esaminano i risultati dell'indagine, operando altresì un confronto con i paesi europei e OCSE. Il contributo analizza i tassi di partecipazione, le tipologie di attività, i contenuti e le aree per le quali i docenti esprimono il maggior bisogno di sviluppo. Vengono inoltre esplorati l'impatto del CPD e le caratteristiche delle attività più efficaci, così come i fattori percepiti come ostacolo alla partecipazione e le misure di supporto ricevute. Sono infine discussi i risultati emersi e delineate le possibili prospettive che possono orientare e migliorare le politiche relative al CPD e le scelte di chi lo progetta e implementa.
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Gender, physical education and the perception of teachers: an exploration ; Il genere e l'educazione fisica e le percezioni degli insegnanti: un'indagine esplorativa
COVID-19 has accentuated new methodological and epistemological-ontological questions in Physical Educa-tion. It is not only a didactic problem but sits alongside other central important issues waiting to be resolved, such as gender discrimination. This contribution presents evidence, gathered from twenty-eight P.E. teachers, on the subject of gender and the awareness that derives from it. This evidence deals with the tendencies towards competitiveness and performance inherited from sport, historically a male domain. Physical Education, due to its educational role, must address the issue of gender, in order to outline original and up to date strategies. The gender-related data from the questionnaire demonstrate that for the didactic orientation criteria applicable to Physical Education to be determined, teacher training needs to be initiated in the reflective laboratory, allowing for the fact that professional experience gained in school or through university training does not explore these issues in depth. ; La pandemia accentua nell'educazione fisica, nuovi interrogativi sul piano metodologico ed epistemologico- on-tologico. Se la didattica deve rinunciare a contatti e vicinanze corporee, altri nodi centrali attendono di essere sciolti, come la discriminazione di genere. Il contributo presenta evidenze, emerse da ventotto insegnanti di educazione fisica, riferite al genere e alla consapevolezza che ne deriva. Tali evidenze devono fare i conti con orientamenti alla competitività e performance ereditati dallo sport, storicamente dominio maschile. L'educazione fisica, per il suo ruolo educativo, deve affrontare il problema del genere per delineare strategie proprie, originali, attuali. I dati del questionario, riguardo il genere, fanno emerge la necessità di attivare una formazione, degli/delle insegnanti, sul laboratorio riflessivo, da cui determinare criteri di orientamento didattico applicabili all'educazione fisica, anche in ragione della dimensione etica e politica dell'esperienza educativa o formativa ...
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Cinderella and other stories…an exploration of practitioners' views on bringing further education out of the shadows
Further education (FE) has frequently been portrayed as «the Cinderella service» in relation to other phases; a «submerged space» operating below the surface and out of sight of mainstream educational policy in England. A contrasting view depicts a sector often considered a panacea for social concerns. FE is charged with supplying a skilled workforce and has been portrayed as a vehicle for enhancing economic development (DfEE 1998, Leitch 2006). Despite this it has repeatedly suffered funding cuts (Tickle 2014) alongside imposed political change. This research explores the stories of tutors and managers affected by managerial processes in English FE. The findings revealed the impact of corporatisation on leadership as well as on tutor and student agency and explored how professional collaboration enabled practitioners to challenge the prevailing systems-driven culture in ways which would help the sector step out of the shadows. ; "This work is licensed under a Creative Commons Attribution 3.0 Unported License."
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