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The spread of Covid-19 pandemic upturned higher education routines, inducing a shift to online learning which sometimes translated into a huge leap towards didactic experimentation. While exposing critical issues in existing teaching methodologies and assessment processes, such emergency distance education condition could spark meaningful educational innovation. This paper describes an international study engaging teachers of professionalizing courses in the educational area across the world (N=120). The aim was to investigate their perception of the induced distance education in terms of teaching methodology and assessment practices. Emerging findings indicate a silver lining in the midst of the pandemic storm, as teaching practices gear more towards being student-centred.

Teachers' professional expertise cannot ignore anymore a technological component to it. Technology is nowadays accessible more and more widely, but it does not automatically translate into learning improvement. It is crucial to understand how educators give meaning to technology integration in their practices, i.e. investigate teachers' professional reasoning. The paper reports on part of a wider study on Initial Teacher Education (ITE) institutions' capability to engage student-teachers' reasoning. Within the broader multiple case study across Europe, the paper reports on data emerging from document analysis and focused interviews with pre-service teachers (N tot 36). The findings suggest an activation of reasoning whose roots might find place outside ITE influence, encouraging further research.

<p>The article reports on the results of a Design-Based Research path realized through a workshop about the “Visual Storytelling” (VS). The workshop aimed to develop teacher’s professional competences about digital narrative documentation to be certified through the Open Badge system. The interdisciplinary design was developed according to the ICT-TPACK framework between the two courses “Methodologies, Didactics and Technologies for Teaching” and “Educational Research” in the Master’s degree in Primary Teaching. 32 students were involved to deal with the documentation of some real educational experiences observed at school. They were asked to fill a semi-structured questionnaire at the end of the workshop. Other data came from a rubric used to evaluate VS products from three different points of views (students’ self-assessment; university teachers; school teachers). The workshop stimulated the students to use technologies creatively, critically and reflectively to develop an authentic task realizing a VS product. According to the students’ opinion, the workshop also facilitated collaborative processes as well as skills of self-assessment and the personalization of learning.</p><p><strong>Received</strong><span>: 08 October 2018</span><br /><strong>Accepted</strong><span>: 20 March 2019</span><br /><strong>Published online</strong><span>: 29 May 2019</span></p>

The paper describes the international research conducted in collaboration between the University of Padova, University of North Texas, and Windesheim University of Applied Sciences. The study explores how higher education faculty involved in professionalizing courses for the educational area perceive the pandemic-induced transition to digitalized education (DE), after one year of experience with it. This paper introduces the second phase of a research study that began as early as spring 2020, with an online survey distributed worldwide. It seeks to investigate possible changes after one year of digitalized education related to (1) perceptions of institutional support and professional training offered; (2) potential and challenges of DE; and (3) professional intentions for future uses of DE. Details on the instrument’s reliability and structure will also be provided. We are exploring how the DE is changing teachers’ routines and whether these changes are paving the way for collaborative, reflective, and student-centred approaches that could have long-term consequences. This is to help focus future training pathways to better support teachers in teaching effectively and efficiently for learning, both in times of crisis and in times of normalcy.