L’empowerment dei docenti universitari: formarsi alla didattica e alla valutazione

Coggi, Cristina; Ricchiardi, Paola

doi:10.7358/ecps-2020-021-cogg

Cited by 7 publications

(8 citation statements)

References 20 publications

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“…In this direction, a reorganization of assessment practices is considered necessary through the design of technologies capable of supporting the process of formulating a fair judgment for all students and, in particular, for those with disabilities or specific learning disorders. For these reasons, the achieved results support the importance of training university teachers in the principles and practices of inclusive assessment through specific training actions that can support student-centred teaching that is attentive to their needs (Coggi, 2019). In this latter direction, the peculiarities that characterize the profile of university teaching (Perla, 2018) increasingly require an adequate design of «accompanying devices» (Ivi, p. 83), capable of combining «efficiency (understood as an analysis of the relationship between resources invested in the training course and its objectives) and effectiveness (understood as an analysis of the relationship between the resources invested and the results obtained at the end of the course)» (Ivi, p. 83).…”

Section: Discussionmentioning

confidence: 60%

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Emotional Feedback in evaluation processes: Case studies in the University context

Mengoni¹,

Ceccacci²,

Bianco³

et al. 2021

Education Sciences and Society

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In the face of the growing number of students with disabilities enrolled at the University, it is necessary to rethink the educational and teaching proposals from an inclusive perspective. This necessarily implies careful planning of even one of the most delicate phases of the teaching and learning process for all students: the final exam of a discipline. An event full of expectations and anxieties, very often attention to the construction of a welcoming environment becomes essential to provide the basis for a welcoming atmosphere and success, especially for students with Specific Learning Disorders (SpLDs) or disabilities. Therefore, this contribution, starting from a pilot study conducted by the University of Macerata, analyzes the role of Emotional Feedback in the assessment procedures in university contexts.  

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Section: Discussionmentioning

confidence: 60%

“…While many studies have addressed processes and tools for inclusive teaching only a few research have focused on the issue of inclusive university assessment (Semeraro, 2006;Coggi, 2019).…”

Section: Introductionmentioning

confidence: 99%

Emotional Feedback in evaluation processes: Case studies in the University context

Mengoni¹,

Ceccacci²,

Bianco³

et al. 2021

Education Sciences and Society

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“…Educators are encouraged to establish clear expectations and guidelines while fostering an atmosphere of respect and mutual support. Such an environment nurtures a sense of belonging, which is conducive to a positive online learning experience [25]. Additionally, the implementation of active learning strategies like problem-based learning, case studies, and collaborative group activities can significantly impact student engagement.…”

Section: Technological Solutions and Platforms For Remote Educationmentioning

confidence: 99%

Navigating the New Normal: Adapting Online and Distance Learning in the Post-Pandemic Era

Sato,

Condes Moreno,

Rubio-Zarapuz

et al. 2023

Education Sciences

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This review examines the transformation of educational practices to online and distance learning during the COVID-19 pandemic. It specifically focuses on the challenges, innovative approaches, and successes of this transition, emphasizing the integration of educational technology, student well-being, and teacher development. The COVID-19 pandemic has significantly transformed the educational landscape, necessitating a rapid shift to online and distance learning. This review has highlighted key strategies and innovations in online teaching, emphasizing the importance of engaging, adaptable, and inclusive educational practices. It underscores the need for continuous professional development for educators, the integration of advanced technological tools, and the importance of prioritizing student well-being and academic success in digital environments. As we move forward, the insights gathered from this experience will be invaluable in shaping a resilient and dynamic educational framework that is well suited for the post-pandemic era, focusing on inclusivity, engagement, and the effective use of technology to enhance learning experiences.

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“…Literature review focuses on the analysis of the international experience in training teachers in Psychology. Thus, Coggi & Ricchiardi (2020) describe a medium-term programme created for higher education Psychology teachers with diverse professional backgrounds and academic expertise. The education includes shifting from a teacher-centred to a student-centred approach, as well as creating individual educational trajectories, including master's students' psychological or non-psychological backgrounds.…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Competence Developing of Psychology Teacher (Master’s Degree): Experience of Ukraine

Cherepiekhina

2023

TMHER

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The labour market demands psychologists to be competitive and able to solve professional tasks. In our opinion, competent Psychology teachers should be motivated for professional development in the constantly changing war and post-war times. The article presents the author’s ideas about the development of the pedagogical competence of Psychology teachers (master’s students) in the current conditions of Ukrainian universities, which is the result of a longitudinal scientific and pedagogical study, which began in 2008 on the basis of Ukrainian universities. The changing standards of the teaching profession and the new challenges of the time became the basis for writing this article. The methodology is a literature review which focuses on the analysis of the international experience in training teachers in Psychology. After evaluating international pedagogical and scientific experiences, the author concluded that developing pedagogical competence requires organizing the educational process with a focus on formal, informal, and non-formal methods of obtaining higher education. The text presents a concise overview of the conditions and methods for developing the pedagogical competence of Psychology teachers, including the importance of cultivating reflective abilities as a vital aspect of competence.

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L’empowerment dei docenti universitari: formarsi alla didattica e alla valutazione

Abstract: The Effect of Conflict Cognitive Strategy in Inquiry-based Learning on Preservice Teachers' Critical Thinking Ability (L'effetto della strategia cognitiva del conflitto sull'apprendimento centrato sull'abilità di pensiero critico degli insegnanti in formazione)

Cited by 7 publications

References 20 publications

Emotional Feedback in evaluation processes: Case studies in the University context

Emotional Feedback in evaluation processes: Case studies in the University context

Navigating the New Normal: Adapting Online and Distance Learning in the Post-Pandemic Era

Pedagogical Competence Developing of Psychology Teacher (Master’s Degree): Experience of Ukraine

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