Due to the COVID-19 pandemic, many university initial teacher education courses have been adapted into remote mode. Starting from specific topics of the training curriculum, the work focuses on adapting courses on evaluative knowledge and skills in an e-learning environment; it examined the development of student teachers’ evaluative knowledge (terminology and concepts) and skills (design of paper and pencil assessment tools) who took the adapted courses. A comparative study of two adapted university degree courses (University of Bergamo and Mediterranean University of Reggio Calabria in Italy – initial training of future primary school teachers) in the area of evaluation, was carried out. The study involved 155 primary school student teachers and made a mixed method investigation with sequential system. The first exploratory method collected quantitative data by an “ad hoc” questionnaire on student teacher’ knowledge, the second confirmatory method gained qualitative data through the document analysis of paper-and-pencil assessment tool on student teachers’ skill. The results highlight substantial similarities on knowledge (function of evaluation, difference between evaluation and assessment, object of school evaluation) and skill (ability to refer to real situations and promote situated knowledge) but also differences (construct of school “evaluation processes” and ability to provide different solutions for solving the task) e specific difficulty in implementing the “constructive alignment.”
In this paper, we report the scientific experience of HELMeTO 2020, the second edition of the International Workshop on Higher Education Learning Methodologies and Technologies Online, held virtually in Bari (Italy) in September 2020 because of the COVID-19 pandemic. The call received 59 proposals from nine countries, 39 papers were accepted to the virtual workshop and 26 full papers were finally selected to be published in the proceedings. The workshop illustrated a fast-developing scenario in which the epidemic emergency accelerated the dissemination and consolidation of online learning in higher education. A specific focus of the workshop can be identified as students’ learning experience, with studies on tutoring and active learning approaches, personalized solutions supported by data analysis, virtual reality and an in-depth analysis of human–computer interactions.
The 'Myth of the cave' is one of the topic of philosophical knowledge and a most debated object of study among philosophical scholars and authors. It is also a core-content knowledge of the philosophical school curriculum in high schools. The 'Myth of the cave' is also a useful object of didactic analysis that allows to deep the processes of teaching mediation. Based on the theoretical approach of 'visual thinking', the contribution presents the first findings of an exploratory study, realized in a High School, that have analyzed the mediation function of the 'Myth of cave' images in supporting the student learnings.
L'Università è entrata prepotentemente nell'era della didattica a distanza (DaD) per far fronte all'imperativo di garantire la formazione ai giovani anche nel periodo di lockdown imposto a seguito della pandemia del Covid-19. L'esperienza ha costretto la docenza ad una veloce riconversione della didattica tradizionale all'interno di modelli di azione on line per molti di loro sconosciuti e inusuali. Ciò ha determinato modificazioni significative negli approcci e nelle pratiche in uso, favorendo scelte e soluzioni spesso non considerate in precedenza.La ricerca indaga nello specifico l'esperienza della DaD, definendone il costrutto, per far emergere le modificazioni intervenute nella pratica didattica, ponendo un'attenzione particolare alla mediazione didattica e alla valutazione, due aree considerate fondative ed emblematiche nell'azione di insegnamentoapprendimento.Attraverso la somministrazione di un questionario on line a cui hanno risposto 721 docenti, si evidenziano le metamorfosi intervenute nell'azione di mediazione e di valutazione. Insieme ad un aumento di interesseverso l'utilizzo di pratiche on line compaiono elementi di criticità, connessi soprattutto al permanere di modelli tradizionali, e di innovazione, indotti dall'esigenza di offrire agli studenti un livello adeguato di qualità didattica per l'apprendimento.Nell'insieme gli esiti emersi sembrano profilare, sia pure con diverso grado di intensità, l'esigenza di considerare come centrale la professionalità del docente indicata quale fattore chiave per riconvertire positivamente l'esperienza della DaD oltre il portato contingente.
The professional development of teachers has a definite impact on the improvement of the entire educational system (OECD, 2018; Darling-Hammond, 2017). For this reason, the main international organizations - OECD (2013 ), European Commission (2012 ) - ask countries to establish feedback and accountability procedures for in-service training (ITT), for the ‘process by which teachers engage in further education or training to refresh or upgrade their professional knowledge, skills and practices in the course of their employment’ (UNESCO, 2019). Researchers state that here are numerous factors to be considered in carrying out this work: the type and quality of training, school climate, students’ skills, knowledge domain, etc. (Lipowsky & Rzejak, 2015). After a brief presentation of how the most recent systematic reviews on the topic have been conducted (Filges et al, 2019; Egert et al, 2018; Kalinowski et al., 2019), this article presents the results of a study on the terms and constructs in use in the context of the researches into in-service teacher/continuing professional training, impact/effect, and programs/instructions. The data and information collected offer a comparative analysis (Esser & Hanitzsch, 2012), based on systematic reviews (Polanin et al., 2019) and a meta-analysis, useful for setting up further meta-analytical investigations on the topic especially in terms of the disambiguation of terms and the narrowing of the field. The training of in-service teachers in many countries has been made compulsory and structural and is conceived as an opportunity for growth and professional development for the entire school community, and a strategic and functional logic for improving the quality of the school system (Perla, 2019). However, ministries of education do not yet have a univocal model and shared procedures capable of describing and analysing the impact that the training provided has in the terms set out in the European Commission (2020): output - results achieved immediately, i.e. increase in skillsfocus subject to training; outcome - wider benefits for involved teachers - improvement of teaching practices of teachers involved in training; outreach - effects on the institutional and social context of the school where and of the territory within which the teachers involved in the training.
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