Analysis of Teachers’ Perception of the Effectiveness of MAECI Online Glottodidactic Training for Teachers of Italian as a Foreign Language: A Case Study

Abstract

In this paper, theory and practice are interconnected in a case study to examine the suitability, multimodality and effectiveness of the training courses of the Ministry for Foreign Affairs and International Cooperation (MAECI) for language teachers and university tutors of the Italian language across the world. The first part of the paper describes the theoretical framework underlying the training project design; the second part describes the qualitative research model used in order to explore, through an online questionnaire and focus group, the opinions of the informants as to the quality of the online course granted by Ca' Foscari University of Venice. In particular, the effects and impact of technology on the didactic activities of the participants are highlighted. The data obtained is useful in outlining a training model that effectively deploys technological tools to supply teachers with the latest digital competences for their everyday didactic activity. Keywords: Training online, Taxonomy of Maeci training, Qualitative approach, Digital practicesInternational Journal of Linguistics ISSN 1948-5425 2018 www.macrothink.org/ijl 47 Using 2.0 E-Learning to Train Foreign Language TeachersIn the last twenty years, training courses for language teachers have increased in number and quality thanks to the use of recent technologies. Multimedial support has become a means to enhance and exchange knowledge allowing the development of metacognitive and technological competences in teachers consistent with the requirements of different professional environments. The use of technology has further multiplied long-distance training offers on behalf of university institutions aware of the advantages of the web to sustain a personalized vision of knowledge where learning communities are set up and become capable of accomplishing effective training practises (Johnson, 2009). This has allowed the rethinking of training models in terms of: a) a platform with social value; b) technological tools that are both intuitive and suitable to carry out didactic activities in a virtual environment (Norman, 2002); and c) specific training needs expressed by the participants to deepen targeted areas of interest and develop highly specialist abilities (Abbott, 2007).Together with widespread communication technology applied to the implementation and enhancement of training for foreign teachers comes a methodology and set of learning tools purposely designed for an online environment guaranteeing: a) flexibility in terms of time to dedicate to didactic activities; b) productivity in terms of developing metacognitive strategies, collaboration competences and higher levels of understanding and experimentation within the creation of knowledge; and c) versatility and affordability in terms of sharing knowledge with a large number of participants in a cost-efficient way (Anderson, 2007).These kinds of technological platforms add value to the learning experience as they allow trainee teachers to become part of a community of professiona...