1,721,027 research outputs found
La discussione guidata come strategia didattica per imparare a pensare
No full textThis study tries to identify how teaching strategies that are based on guided discussion can affect some aspects of learning. A group of upper secondary school teachers used five guided discussion teaching methods. The techniques have been carried out within a class from September till December 2014. After each session, the pupils were asked to fill in a short questionnaire, focused on four learning dimensions: cognitive, metacognitive, social and emotional. The data analysis showed, on one hand, that the learning dimensions developed positively as the discussion strategies became more complex and, on the other hand, it underlined some difficult educational moments. This study shows how the guided discussion may represent an effective teaching strategy to develop meaningful learning for students and the professional development for teacher
Web and tool 2.0 affordances for formal and informal learning strategies: the role of the educational project
No full textCome si insegna, come gli alunni vorrebbero imparare. Le strategie di insegnamento utilizzate a scuola
No full textGlobal Competence in Canadian Teacher Candidates
No full textThe purpose of the study was to determine the global competence of 115 Canadian
teacher candidates using a new measurement tool. Non-parametric tests indicated
several differences in self-reported global competence within individual indicators
across the three areas of Exploring, Engaging, and Acting with global competence.
Two indicators showed that male teacher candidates reported higher levels of global
competence than did females in the Exploring and Acting areas. Teacher candidates
intending to teach in middle and senior high school reported higher levels in one
indicator within the Acting area. Moreover, Canadian-born teacher candidates reported
higher levels of Engaging and Acting than did non-Canadian-born students across
six indicators total. While there were no differences across the three areas by age,
results showed that higher levels of experience in their teacher education program
were associated with greater global competence across all three areas as indicated
by five indicators total, with three at the Acting stage. Implications for teacher education
are discusse
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