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Fare didattica con le storie locali: pratiche didattiche per lo studio dell'internamento fascista
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Aspettative e convinzioni sull’identità professionale: un’indagine sugli insegnanti iscritti al corso di TFA
Full text linkThe structuring of teachers' professional stance is a complex, dynamic, and collective process (Magnoler, 2017), influenced by various factors: initial and in-service training, beliefs within the school community (Lussi Borer et al., 2015), individual self-determination and intentionality, and reflective practices activated in the professional development journey (Pentucci, 2018). In this article, we will present the results of a survey conducted with 180 teachers enrolled in the seventh cycle of the TFA program. Starting from the teachers' motivation and expectations (Guerini, 2020; Pennazio & Bochicchio, 2021), we aimed to elicit their perceptions about the development of professional competencies (Perrenoud, 2002; Di Stasio et al., 2021) and the professional profile of the specialized teacher. A multidimensional perspective of the concept of profession emerges, encompassing both cognitive and pragmatic aspects, as well as affective and cultural aspects (Wittorski, 2005)
Il Sistema Nazionale di Valutazione
No full textI processi di valutazione in ambito scolastico, siano essi interni all’ambito del singolo istituto o propri
dell’apparato nella sua globalità, si pongono come scopo finale quello di creare un impatto positivo su una situazione iniziale, ovvero di generare «un miglioramento della pratica o del percorso didattico, un’azione sulla realtà» (Giannandrea 2010).
Questo elemento fondamentale, che rende centrale la questione valutativa nel sistema Insegnamento-Apprendimento, non sempre è tenuto nel giusto conto e rischia di assumere significati differenti, tanto per gli insegnanti, quanto per gli studenti e i loro genitori. Nel contributo si prende in disamina il sistema di valutazione nazionale
THE INFLUENCE OF THE ELECTRONIC CLASS LOGBOOK ON EVALUATION PROCESSES
Full text linkLa valutazione rappresenta oggi un tema ampiamente discusso dalla ricerca educativa, soprattutto per il ruolo che essa svolge nell’ambito dei processi d’apprendimento. Nel dibattito in corso risulta emergente la necessità di adottare approcci maggiormente coerenti con gli sviluppi pedagogici, culturali e tecnologici che coinvolgono e determinano le attività d’insegnamento e apprendimento. È in tale quadro che si colloca anche l’interesse verso la relazione esistente fra valutazione e tecnologie. Allo scopo di indagare questa relazione, è stata condotta una rassegna della letteratura focalizzata sulle modalità d’integrazione delle tecnologie nei contesti scolastici e universitari, ricercando gli elementi di novità rispetto alle pratiche valutative tradizionali. Le evidenze raggiunte mettono in luce un quadro sostanzialmente positivo delle potenzialità di impiego delle tecnologie nei processi valutativi dei diversi livelli d’istruzione e ambiti disciplinari, con l’emergere di numerosi elementi d’interesse e di scenari valutativi nuovi, difficilmente attuabili senza l’impiego delle tecnologie
Transforming future trachers' conceptions of Educational Technology: the role of Thinking Routines in the Educational Ecosystem
No full textEducational technologies (Rivoltella & Rossi, 2019) are integrated into contemporary learning contexts with a renewed logic: no longer merely as tools supporting or integrated into the teaching-learning system, but as a structural element of the educational process, within an ecosystemic dimension (Walcutt & Schatz, 2019; Ellis & Goodyear, 2019). This logic must become a posture in the design practices of future teachers, for whom it is necessary to provide training that goes beyond the knowledge or instrumental use of devices and tools, but activates a transformation of ingenuous conceptions related to digital worlds and the idea of the construction of third learning spaces (Wanlin et al., 2019).
Transformativity is an essential aspect of learning, particularly in professionalizing training courses (Balas & Touzet, 2023) as this acts on implicit and embodied knowledge patterns and beliefs (Pentucci, 2018). Highlighting change is a crucial aspect of professionalization, which can be made evident through reflective and metacognitive devices.
This is the background to a university didactic experience carried out with Primary Education Science students that involved the design of a Digital Learning Ecosystem (Jeladze, Pata & Quaicoe, 2017) in which the actors, tools, resources and interactions between all elements could be captured in a dynamic and transformative logic. Thinking Routines (Ritchhart & Church, 2020) conceived within the "Visible Thinking" framework of Project Zero were used in the course for their potential in promoting critical thinking and active involvement of students in transformative processes.
In particular, in order to capture the transformativity of the concepts on educational technology, we chose to analyse the data from students' voices using Braun and Clarke's (2019) model known as reflexive thematic analysis (RTA) in order to develop, analyse and interpret patterns across a qualitative dataset
Il paese dei balocchi: Pinocchio tra Paradiso e Inferno
No full text"What a wonderful, beautiful, marvelous country! Oh--h--h!!",says Pinocchio at the end of the Chapter XXX of “The Adventures”, after Lamp-Wick explained him the amazing features of the "real country--the best in the world--a wonderful place!": the Land of Toys, also named “blessed place” and portrayed as a sort of heaven on heart for lazy boys.
In reality, the approaching road to the Land of Toys, before as a mental process, - a persuasion of himself – and then as real journey, it’s like a fall to hell.
The master of ceremonies of this fall to hell is just the fellow Lamp-Wick,in fact in the original version of the book Lamp-Wick is “Lucignolo”, a name reminiscent of Lucifer, the famous fallen angel.
Lamp-Wick and Pinocchio work up to the Land of Toy in a wagon conducted by a spineless, shifty driver: “a little, fat man, muchwiderthan he was long, round and shinyas a ball of butter, with a face beaminglike an apple, a little mouth that always smiled, and a voice small and wheedling like that of a catbegging for food”.
This “little, fat man” is a sort of Charon, and the wagon: “wasdrawn by twelve pair of donkeys, all of the same size, but all of different color. Some weregray, otherswhite, and still others a mixture of brown and black. Here and there were a few with large yellow and blue stripes.”.
These queerd on keys, recurring frequently in the fairytale and they are full of double meaning: in half way point between the numinoso Christ’s whitehorse and the demonic Cambridge Bestiary.
Pinocchio and Lamp-Wick glorify the life in the Land of Toys: they feel free and happy like in heaven, but the hard truth is very different: this land looks like the Hell, everywhere is noise, disorder, insecurity.
During the development of the story, it’s possibile to detect different elements of the Pinocchio’s rise and fall between Heaven and Hell. For example the double nature of the Fairy: during the tale she can be the ghost of the little girl (de facto an angel) or she can be a goat (a devil’s mark).
Talking about rise and fall, the end of the story is paradigmatic: Pinocchio will get a real boy. Acquiring the human nature, he will be able to find the Heaven on earth, after a long series of ups and downs, starting with a “badhell night”
Osservare le competenze-chiave nelle prassi didattiche. Sperimentazione e documentazione di un processo di rilevazione delle competenze a fini certificativi
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