The strategic importance of innovation and research for the ongoing professional training of teachers has been affirmed by national and supranational legislation. Through research-action, simultaneously with a didactic experiment on spaced learning, we aimed to verify if and how the methodological innovation wasvalid, effective and significant, to improve the critical awareness in 104 teachers regarding the exercise of designing, decision making, problem solving. The teachers’ action, carried out in five primary schools in Palermo from September 2023 to June 2024, was preceded by the checking of pupils’ abilities in the Italian language, mathematics and science, and by guided planning. We systematically shared and monitored teaching activities. The analysis of the skills envisaged by the program was carried out with quantitative (rating scale, questionnaire) and qualitative (focus groups, work units) tools. The most relevant outcomes of the research-training show a growth in professional competences and sensemaking: predicting action plans, dealing with problems, choosing alternatives in emerging situations.

L’importanza strategica dell’innovazione e della ricerca nella formazione continua degli insegnanti è stata affermata dalla normativa nazionale e sovranazionale. Attraverso una ricerca-azione, simultaneamente ad una sperimentazione didattica sullo spaced learning, ci si è proposti di verificare se e come l’innovazionemetodologica fosse valida, efficace e significativa, per migliorare in 104 insegnanti la consapevolezza critica riguardo all’esercizio di abilità di designing, decision making, problem solving. L’azione degli insegnanti, realizzata in cinque scuole primarie di Palermo da settembre 2023 a giugno 2024, è stata preceduta dalla rilevazione delle capacità degli alunni in italiano, matematica e scienze, e dalla pianificazione guidata. Le attività didattiche sono state condivise e sistematicamente controllate. La rilevazione delle abilità previste dal programma è stata effettuata con strumenti quantitativi (rating scale, questionario) e qualitativi (focus group, unità di lavoro). Gli esiti più rilevanti della ricerca-formazione mostrano una crescita di capacità professionali e sensemaking: prevedere piani di azione, affrontare problemi, scegliere alternative in situazioni emergenti.

Francesca Anello, Gabriella Ferrara (2024). Thinking, Reflecting, Transforming: Methodological Innovation in Primary School for Teacher Training. FORMAZIONE & INSEGNAMENTO, 22(3), 71-81 [10.7346/-fei-XXII-03-24_09].

Thinking, Reflecting, Transforming: Methodological Innovation in Primary School for Teacher Training

Francesca Anello
Primo
Membro del Collaboration Group
;
Gabriella Ferrara
Secondo
Membro del Collaboration Group
2024-12-31

Abstract

The strategic importance of innovation and research for the ongoing professional training of teachers has been affirmed by national and supranational legislation. Through research-action, simultaneously with a didactic experiment on spaced learning, we aimed to verify if and how the methodological innovation wasvalid, effective and significant, to improve the critical awareness in 104 teachers regarding the exercise of designing, decision making, problem solving. The teachers’ action, carried out in five primary schools in Palermo from September 2023 to June 2024, was preceded by the checking of pupils’ abilities in the Italian language, mathematics and science, and by guided planning. We systematically shared and monitored teaching activities. The analysis of the skills envisaged by the program was carried out with quantitative (rating scale, questionnaire) and qualitative (focus groups, work units) tools. The most relevant outcomes of the research-training show a growth in professional competences and sensemaking: predicting action plans, dealing with problems, choosing alternatives in emerging situations.
31-dic-2024
Settore PAED-02/A - Didattica e pedagogia speciale
Settore PAED-02/B - Pedagogia sperimentale
Francesca Anello, Gabriella Ferrara (2024). Thinking, Reflecting, Transforming: Methodological Innovation in Primary School for Teacher Training. FORMAZIONE & INSEGNAMENTO, 22(3), 71-81 [10.7346/-fei-XXII-03-24_09].
File in questo prodotto:
File Dimensione Formato  
FI_2024_22_03_71-81_Anello-Ferrara (2)-compresso.pdf

accesso aperto

Tipologia: Versione Editoriale
Dimensione 188.47 kB
Formato Adobe PDF
188.47 kB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10447/672004
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact