Formazione & insegnamento
ISSN: 2279-7505 | Published: 2016-12-31
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Title: Exploring the Impact of a Teacher Study Group in an Italian University
Abstract: This study explored the impact of a teacher study group involving twelve senior faculty over a five month period at University of Padova, Italy. The objective was to improve teaching and promote community building by reflecting, sharing and practicing teaching and learning activities within a small group. Theoretically the study is framed from a model of faculty development andtransformative learning theory. Using a qualitative design this study explored what motivated faculty to participate in this group, the benefits of the group experience and the impact group experience on how participants thought about teaching and learning. Findings reveal for this group they had a real passion for teaching and desire to improve their practice. However, despite the power of the learning community change was small, incremental and reflected morein new ideas about teaching and not definitive change. The outcomes of this study have significant implications for faculty development within an Italian higher education setting, such that teacher study groups need to be long term, capitalize on learning through faculty relationships and that the responsibility of change doesn't reside exclusively within the faculty, the larger institutionalcontext plays a significant role as well.
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Title: Esplorare l'impatto di un Teacher Study Group in una Università Italiana
Abstract: Il presente studio esplora l'impatto di un teacher study group che ha coinvolto 12 professori senior per un periodo di cinque mesi presso l'università di Padova. L'obiettivo è stato quello di migliorare le pratiche didattiche e di promuovere la creazione di una comunità attraverso la riflessione, la condivisione di pratiche di insegnamento e di attività di apprendimento all'interno di un piccolo gruppo. Dal punto di vista teorico lo studio si inserisce nel modello di faculty developmente della teoria trasformativa. Usando un disegno di ricerca qualitativo esplora la motivazione dei docenti a partecipare a questo gruppo, i benefici dell'esperienza in gruppo e l'impatto dell'esperienza stessa sulle loro credenze rispetto all'insegnamento e apprendimento. I risultati rivelano che il gruppo è stato motivato dalla passione per l'insegnamento e dal desiderio di miglioramento delle pratiche. Nonostante il potere esercitato dalla comunità di apprendimento,il cambiamento è stato molto lento, di tipo incrementale e si riflette maggiormente nella elaborazione di nuove idee rispetto all'insegnamento e non in cambiamenti definitivi. I risultati del presente studio hanno delle implicazioni significative nello sviluppo delle competenze del docente universitario in higher education, tra cui la constatazione che un teacher study group dovrebbe avere una durata lunga, capitalizzare l'apprendimento attraverso le relazioni eche la responsabilità del cambiamento non risiede esclusivamente nei docenti, ma l'istituzione in senso ampio gioca un ruolo significativo.
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Title: Explorer l'impact d'un groupe d'étude des enseignants dans une université italienne
Abstract: Cette étude a exploré l'impact d'un groupe d'étude des enseignants impliquant douze professeurs supérieurs sur une période de cinq mois à l'Université de Padova, en Italie.L'objectif était d'améliorer l'enseignement et de promouvoir le renforcement de la communauté en reflétant, partageant et pratiquant les activités d'enseignement et d'apprentissage au sein d'un petit groupe.Théoriquement, l'étude est conçue à partir d'un modèle de développement du développement du corps professoral et de la théorie de l'apprentissage transformatrice.En utilisant une conception qualitative, cette étude a exploré ce qui a motivé les professeurs à participer à ce groupe, les avantages de l'expérience du groupe et l'expérience du groupe d'impact sur la façon dont les participants ont pensé à l'enseignement et à l'apprentissage.Les résultats révèlent pour ce groupe qu'ils avaient une véritable passion pour l'enseignement et le désir d'améliorer leur pratique.Cependant, malgré le pouvoir de l'apprentissage du changement de la communauté était faible, incrémentiel et reflétait davantage de nouvelles idées sur l'enseignement et non des changements définitifs.Les résultats de cette étude ont des implications significatives pour le développement du corps professoral dans un cadre de l'enseignement supérieur italien, de sorte que les groupes d'étude des enseignants doivent être à long terme, capitaliser sur l'apprentissage par le biais des relations du corps professoral et que la responsabilité du changement ne réside pas exclusivement au sein du corps professoral, le CONCETT institutionnel plus vaste joue également un rôle important. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Explorando el impacto de un grupo de estudio de maestros en una universidad italiana
Abstract: Este estudio exploró el impacto de un grupo de estudio docente que involucró a doce profesores senior durante un período de cinco meses en la Universidad de Padova, Italia.El objetivo era mejorar la enseñanza y promover la construcción de la comunidad reflexionando, compartiendo y practicando actividades de enseñanza y aprendizaje dentro de un grupo pequeño.Teóricamente, el estudio se enmarca de un modelo de desarrollo de la facultad y teoría del aprendizaje transformador.Utilizando un diseño cualitativo, este estudio exploró lo que motivó a la facultad a participar en este grupo, los beneficios de la experiencia grupal y la experiencia del grupo de impacto en cómo los participantes pensaron sobre la enseñanza y el aprendizaje.Los resultados revelan para este grupo que tenían una verdadera pasión por la enseñanza y el deseo de mejorar su práctica.Sin embargo, a pesar del poder del cambio de la comunidad de aprendizaje, fue pequeño, incremental y reflejó más ideas sobre la enseñanza y no el cambio definitivo.Los resultados de este estudio tienen implicaciones significativas para el desarrollo de la facultad dentro de un entorno de educación superior italiana, de modo que los grupos de estudio de maestros deben ser a largo plazo, capitalizar el aprendizaje a través de las relaciones de los profesores y que la responsabilidad del cambio no reside exclusivamente dentro de la facultad, el contexto institucional más grande juega un papel significativo también. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Explorando o impacto de um grupo de estudo de professores em uma universidade italiana
Abstract: Este estudo explorou o impacto de um grupo de estudos de professores envolvendo doze professores seniores durante um período de cinco meses na Universidade de Padova, Itália.O objetivo era melhorar o ensino e promover a construção da comunidade refletindo, compartilhando e praticando atividades de ensino e aprendizagem em um pequeno grupo.Teoricamente, o estudo é enquadrado a partir de um modelo de desenvolvimento do corpo docente e teoria da aprendizagem transformadora.Usando um design qualitativo, este estudo explorou o que motivou o corpo docente a participar desse grupo, os benefícios da experiência do grupo e a experiência do grupo de impacto sobre como os participantes pensavam sobre ensino e aprendizagem.As descobertas revelam para esse grupo que tinham uma verdadeira paixão pelo ensino e desejo de melhorar sua prática.No entanto, apesar do poder da comunidade de aprendizado, a mudança foi pequena, incremental e refletiu mais novas idéias sobre o ensino e não a mudança definitiva.Os resultados deste estudo têm implicações significativas para o desenvolvimento do corpo docente em um ambiente de ensino superior italiano, de modo que os grupos de estudo de professores precisem ser de longo prazo, capitalizem o aprendizado por meio de relacionamentos do corpo docente e que a responsabilidade da mudança não reside exclusivamente dentro do corpo docente, o maior institucionalContext desempenha um papel significativo também. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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