Formazione & insegnamento
ISSN: 2279-7505 | Published: 2023-04-30
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/5950
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/5950/5411
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/5950/5411
Alternate URL (this mirror): https://formazione-insegnamento.eu/2023-21/1/5950-reflective-practices-in-teacher-education-for-and-throu
Title: Reflective practices in teacher education for and through technologies
Abstract: In this paper we describe a training course for in-service teachers in which reflective processes gain value within a community of practice nurtured by collaborative activities and constant confrontation about the participants' professionalism embodied in the creative and design actions solicited by the course itself: a I Level university master's degree, delivered in e-Learning mode and based on an experiential training model and inspired by the Trialogical Learning & Assessment Approach, whereby learners are called upon to create shared and meaningful objects together, through the mediation of digital tools and by participating in diversified activities of reflection, revision and improvement of their own products, with the aim of experiencing with methodologies and technologies useful for modifying their teaching in a socio-constructivist direction. The article reports the results of a qualitative study carried out through content analysis of the utterances of teachers urged to reflect on their own learning journey.
Keywords: Active teaching; Assessment; Formative interventions; Teacher continuous professional development
Title: Pratiche riflessive nella formazione degli insegnanti per e attraverso le tecnologie
Abstract: In questo lavoro si descrive un percorso di formazione per insegnanti in servizio in cui i processi riflessivi acquisiscono valore all'interno di una comunità di pratiche alimentata da attività collaborative e da un confronto costante sulla propria professionalità incarnata nelle azioni creative e progettuali sollecitate dal percorso stesso: un Master universitario di I livello, erogato in modalità e-Learning e basato su un modello di formazione esperienziale e ispirato al Trialogical Learning & Assessment Approach, per cui i discenti sono chiamati a realizzare insieme oggetti condivisi e significativi, attraverso la mediazione di strumenti digitali e partecipando ad attività diversificate di riflessione, revisione e miglioramento dei propri prodotti, con l'obiettivo di sperimentare metodologie e tecnologie utili a modificare la propria didattica in direzione socio-costruttivista. Nel contributo si riportano gli esiti di uno studio qualitativo effettuato tramite analisi del contenuto degli enunciati degli insegnanti sollecitati a riflettere sul proprio percorso di apprendimento.
Keywords: Didattica attiva; Insegnanti; Pratiche Formative; Valutazione
Title: Pratiques de réflexion dans la formation des enseignants pour et à travers les technologies
Abstract: Ce travail décrit un cours de formation pour les enseignants en service dans lequel les processus de réflexion acquièrent de la valeur au sein d'une communauté de pratiques alimentées par des activités collaboratives et une comparaison constante sur leur professionnalisme incarné dans les actions créatives et de conception exhortées par le chemin lui-même: une maîtrise universitaire de niveau, payé en mode d'apprentissage en ligne et basé sur un modèle de formation expérientiel et inspiré par l'apprentissage et l'AMP de l'essais;Approche d'évaluation, pour laquelle les apprenants sont appelés à créer ensemble des objets partagés et importants, par la médiation des outils numériques et la participation à des activités diversifiées de réflexion, de revue et d'amélioration de leurs produits, dans le but d'expérimenter les méthodologies et les technologies utiles pour changer leur enseignement dans une direction socio-constructiviste. La contribution montre les résultats d'une étude qualitative réalisée en analysant le contenu des déclarations des enseignants invité à réfléchir sur leur chemin d'apprentissage. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Enseignement actif;Enseignants;Pratiques de formation;Évaluation
Title: Prácticas reflexivas en la capacitación de los maestros a favor y a través de las tecnologías
Abstract: Este trabajo describe un curso de capacitación para maestros en servicio en el que los procesos reflexivos adquieren valor dentro de una comunidad de prácticas alimentadas por actividades colaborativas y una comparación constante sobre su profesionalismo incorporado en el modelo creativo y de diseño instado por el camino en sí: un título de maestría universitaria de nivel, pagado en modo de aprendizaje electrónico y basado en un modelo de capacitación experimental e inspirado por el aprendizaje de ensayos y el aprendizaje de ensayos y amp;Enfoque de evaluación, para el cual los alumnos están llamados a crear objetos compartidos y significativos juntos, a través de la mediación de herramientas digitales y participar en actividades diversificadas de reflexión, revisión y mejora de sus productos, con el objetivo de experimentar con metodologías y tecnologías útiles para cambiar su enseñanza en una dirección socio-constructivista. La contribución muestra los resultados de un estudio cualitativo realizado al analizar el contenido de las declaraciones de los maestros instados a reflexionar sobre su camino de aprendizaje. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Enseñanza activa;Maestros;Prácticas de capacitación;Evaluación
Title: Práticas reflexivas no treinamento dos professores para e através de tecnologias
Abstract: Este trabalho descreve um curso de treinamento para professores em serviço, no qual os processos reflexivos adquirem valor dentro de uma comunidade de práticas alimentadas por atividades colaborativas e uma comparação constante em seu profissionalismo incorporado nas ações criativas e de design incentivadas pelo próprio caminho: um mestrado universitário de nível, pago no modo de e-learning e baseado em um modelo de treinamento e inspirado por meio de ensaio universitário;Abordagem de avaliação, para a qual os alunos são chamados a criar objetos compartilhados e significativos juntos, através da mediação de ferramentas digitais e da participação em atividades diversificadas de reflexão, revisão e melhoria de seus produtos, com o objetivo de experimentar metodologias e tecnologias úteis para mudar seu ensino em uma direção sociociotrutivista. A contribuição mostra os resultados de um estudo qualitativo realizado analisando o conteúdo das declarações dos professores solicitados a refletir sobre seu caminho de aprendizado. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Ensino ativo;Professores;Práticas de treinamento;Avaliação
Anderson, T., Howe, C., Soden, R., Halliday, J., & Low, J. (2001). Peer interaction and the learning of critical thinking skills in further education students. Instructional Science, 29, 1–32. https://doi.org/10.2304/plat.2001.1.1.37
Baldacci, M. (Ed.) (2013). La formazione dei docenti in Europa. Milano-Torino: Bruno Mondadori.
Boud, D. (2000). Sustainable Assessment: Rethinking Assessment for Learning Society. Studies in Continuing Education, 22(2), 151–167.
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In McGilly K. (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229–270). Cambridge, MA:The MIT Press.
Capperucci, D. (2007). La valutazione delle competenze in età adulta il contributo dell'experiential learning e dell'approccio riflessivo. Pisa: ETS.
Castoldi, M. (2015). Didattica generale. Milano: Mondadori Università.
Cesareni, D., Ligorio, M.B., Sansone, N. (2018). Fare e collaborare. L'approccio trialogico nella didattica. Milano:FrancoAngeli.
Dewey, J. (1961). Come pensiamo: una riformulazione del rapporto fra il pensiero riflessivo e l'educazione. Firenze: La Nuova Italia.
Fabbri, L. (2009). Comunità di pratiche e apprendimento riflessivo. Per una formazione situata. Roma: Carocci.
Fabbri, L. (2014). L'insegnante riflessivo. Coltivazione e trasformazione delle pratiche professionali. Milano: FrancoAngeli.
Ghaye, T. (2010). Teaching and learning through reflective practice: A practical guide for positive action, second edition. London: Routledge. https://doi.org/10.4324/9780203833322
Glatthorn, A. (1995). Teacher development, in L. Anderson (Ed.), International encyclopedia of teaching and teacher education, II Edition (pp. 41–46). London: Pergamon Press.
Liu, N.F., & Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher education, 11(3), 279-290. https://doi.org/10.1080/13562510600680582
Lyons, N. (Ed.) (2010). Handbook of Reflection and Reflective Inquiry. Boston: Springer.
Michelini, M.C. (2016). Fare comunità di pensiero. Insegnamento come pratica riflessiva. Milano: FrancoAngeli.
Nicol D. (2021). Guiding learning by activating students' inner feedback. Times Higher Education. Retrieved September 15, 2022, from https://www.timeshighereducation.com/campus/guiding-learning-activating-students-inner-feedback
Nicol, D. (2013). Resituating Feedback from the Reactive to the Proactive. In D. Boud, & E. Molloy (Eds.), Feedback in higher and Professional Education (pp. 34–49). London: Routledge.
Nicol, D. (2020). The power of internal feedback: exploiting natural comparator processes. Assessment & Evaluation in Higher Education, 46(5), 756–778.
Nuzzaci, (2009). La riflessività nella progettazione educativa: verso una riconcettualizzazione delle routine. Italian Journal of Educational Research, I, 59–75.
Nuzzaci, A. (2011). Pratiche riflessive, riflessività e insegnamento. Studium Educationis, XII(3), 9–28.
Paavola, S., & Hakkarainen, K. (2004). The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning. Science & Education, 14(6), 535–557.
Perla, L. (Ed.) (2019). Valutare per valorizzare. La documentazione per il miglioramento scolastico. Brescia: La Morcelliana.
Perrenoud, P. (2001). Développer la pratique réflexive dans le métier d'enseignant. Paris: ESF.
Pescheux, M. (2007). Analyse des pratiques enseignantes en FLE/S. Mémento pour une ergonomie didactique du FLE. Paris: L'Harmattan.
Petrucco, C., & Grion, V. (2015). An exploratory study on perceptions and use of technology by novice and future teachers: More information and less on-line collaboration? International Journal of Digital Literacy and Digital Competence, 6(3), 50–64.
Pultorak, E. G. (2010), The purposes, practices, and professionalism of teacher reflectivity: insights for twenty-first century teachers and students. New York: Rowman & Littlefield Education.
Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for Learning in Higher Education. London: Routledge.
Sansone N. (2020). Etivity. In P. Limone, G. Toti, N. Sansone (Eds.), Didattica universitaria a distanza. Tra emergenza e futuro (pp. 61–74). Bari: Progedit.
Sansone N., Cesareni D., Bortolotti I., & Buglass S. (2019). Teaching technology-mediated collaborative learning for trainee teachers. Technology, Pedagogy and Education, 28(3): 381–394. https://doi.org/10.1080/1475939X.2019.1623070
Sansone N., Ritella G. (2020). Formazione insegnanti aumentata: integrazione di metodologie e tecnologie al servizio di una didattica socio-costruttivista. QWERTY, 15, 70–88. https://doi.org/10.30557/QW000023
Sansone, N., & Grion, V. (in press). The Trialogical Learning & Assessment Approach: Design Principles for Higher Education. QWERTY, 17(2).
Sansone, N., Bortolotti, I., Fabbri, M. (2021). Il peer-assessment nella formazione insegnanti: accorgimenti e ricadute, in Education Sciences and Society, 12(2). Milano: FrancoAngeli.
Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In Sawyer, K. (Ed.), Cambridge handbook of the learning sciences (pp. 97–118). New York, NY: Cambridge University Press.
Schön, D. (1993). Il professionista riflessivo. Per una nuova epistemologia della pratica professionale. Bari: Dedalo.
Serbati, A., & Grion, V. (2019). IMPROVe: Six research-based principles to realise peer assessment in educational contexts. Form@ re-Open Journal per la formazione in rete, 19(3), 89-105. http://dx.doi.org/10.13128/form-7707
Serbati, A., Grion, V., Li, L., & Doria, B. (2022). Online assessment: exemplars as the best sources for comparison processes? In Auer, M.E., Pester, A., & May D. (Eds.), Learning with Technologies and Technologies in learning. Experience, Trends and Challenges in Higher Education (pp.419–434), Switzerland: Springer.
Sfard, A. (1998). On Two Metaphors for Learning and the Danger of Choosing Just One. Educational Researcher, 27(2). 4–13. DOI:10.2307/1176193
Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: Sage Publications, Inc.
Striano, M. (2001). La 'razionalità riflessiva' nell'agire educativo. Napoli: Liguori.
Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J. & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: ready for take-off?. Technology, Pedagogy and Education, 26(2), 157–177. https://doi.org/10.1080/1475939X.2016.1193556
Wenger, E. (2006). Comunità di pratica. Apprendimento, significato e identità. Milano: Raffaello Cortina.