Il presente contributo concerne la rilevazione delle competenze professionali degli insegnan- ti e la determinazione delle modalità didattico-formative più idonee per la loro acqui- sizione. Si tratta di una ricerca empirica condotta nel 2012/2013 da Domenici, Biasi e Ciraci, per il Dipartimento di Scienze della Formazione dell’Università «Roma Tre», che ha coinvolto 287 insegnanti in servizio nelle scuole primarie della Regione Lazio, lau- reatisi presso il «Corso di Laurea in Scienze dell’Educazione in modalità FAD su piatta- forma e-learning». Si indagano le ricadute professionali ottenute al termine del percorso formativo, attraverso il Questionario online CDVR per la valutazione delle competenze didattico-valutative e relazionali. I risultati hanno mostrato che il suddetto percorso for- mativo universitario, condotto in modalità e-learning attraverso una didattica attiva ba- sata sull’auto-valutazione e su innovative strategie di simulazione di contesti, ha prodotto un incremento della percezione delle proprie competenze didattico-valutative e relaziona- li, sviluppando nel docente la percezione della capacità di comprendere gli altri, ed una maggiore flessibilità mentale o creatività. Tali modalità didattiche attive, grazie alle nuove tecnologie, hanno promosso lo sviluppo di atteggiamenti alla base delle «competenze profes- sionali» dell’insegnante esperto, mentalmente flessibile, creativo, nel trovare soluzioni ori- ginali ai molteplici problemi educativi da affrontare. Conoscere meglio chi si ha di fronte e comunicare meglio (grazie a migliori strategie didattico-valutative e a più approfondite conoscenze psicologiche), ha portato una speciale ricaduta sulla capacità di interagire e di sviluppare un atteggiamento positivo nell’ambito della relazione educativa, atteggiamento funzionale al potenziamento dei processi di apprendimento e quindi al raggiungimento degli esiti formativi perseguiti.
This paper deals with the complex theme of assessing teachers’ professional competencies. It illustrates an empirical study conducted in 2012/2013 by Domenici, Biasi and Ciraci, for the Department of Education of «Roma Tre» University. The study involved 287 in- service primary school teachers in the Lazio region who graduated in Education through «Roma Tre» University’s e-learning platform. It aimed to assess whether the distance- learning degree course the teachers had completed had increased their professional skills and in what directions. We used a specific on-line instrument, the CDVR questionnaire, in order to evaluate their teaching and relational competencies. The results show that the above e-learning university courses, conducted through an active didactics based on self- assessment and on innovative strategies for simulation environments, produced an increase in the teacher’s perception of educational and evaluative skills, and in the teacher’s percep- tion of the ability to understand others, together with a greater mental flexibility, which means creativity. These active teaching methods, thanks to new technologies, have promoted the development of attitudes underlying the expert teacher, who is mentally flexible and creative in finding novel solutions to many educational problems. A better understanding of the challenges along with improved communication skills (thanks to better teaching and evaluation strategies and more in-depth psychological knowledge) led to a special effect on the ability to interact and develop a positive attitude in the context of the educational rela- tionship, a functional attitude to enhance the learning process and thus the achievement of the learning outcomes pursued.
Domenici, G., Biasci, V., Ciraci, A.M. (2014). Formazione e-learning degli insegnanti e pensiero creativo (e-Learning Teacher’s Training and Creative Thinking). JOURNAL OF EDUCATIONAL, CULTURAL AND PSYCHOLOGICAL STUDIES, 10, 189-218 [10.7358/ecps-2014-010-dome].
Formazione e-learning degli insegnanti e pensiero creativo (e-Learning Teacher’s Training and Creative Thinking).
DOMENICI, Gaetano;BIASCI, Valeria;
2014-01-01
Abstract
This paper deals with the complex theme of assessing teachers’ professional competencies. It illustrates an empirical study conducted in 2012/2013 by Domenici, Biasi and Ciraci, for the Department of Education of «Roma Tre» University. The study involved 287 in- service primary school teachers in the Lazio region who graduated in Education through «Roma Tre» University’s e-learning platform. It aimed to assess whether the distance- learning degree course the teachers had completed had increased their professional skills and in what directions. We used a specific on-line instrument, the CDVR questionnaire, in order to evaluate their teaching and relational competencies. The results show that the above e-learning university courses, conducted through an active didactics based on self- assessment and on innovative strategies for simulation environments, produced an increase in the teacher’s perception of educational and evaluative skills, and in the teacher’s percep- tion of the ability to understand others, together with a greater mental flexibility, which means creativity. These active teaching methods, thanks to new technologies, have promoted the development of attitudes underlying the expert teacher, who is mentally flexible and creative in finding novel solutions to many educational problems. A better understanding of the challenges along with improved communication skills (thanks to better teaching and evaluation strategies and more in-depth psychological knowledge) led to a special effect on the ability to interact and develop a positive attitude in the context of the educational rela- tionship, a functional attitude to enhance the learning process and thus the achievement of the learning outcomes pursued.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
