N. D. Blas, Manuela Fabbri, L. Ferrari, M. Trentini
How did the teaching practices of teachers change during the Covid-19 emergency? How did the teachers train to deal with it? The case study presented in this article is based on data collected through an online questionnaire administered to a sample of almost 1000 teachers (from kindergarten to upper secondary school) participating in a MOOC (“massive” online course) made available by HOC-LAB of the Politecnico di Milano between March and June 2020. The results tell us that remote teaching is significantly adopted when the pandemic arrives, with an increase in the synchronous mode compared to the asynchronous one as the school level increases. New forms of interaction between teacher and pupils are born (individual meetings, small group meetings in extra-school hours); there is a correlation between the commitment to guarantee synchronous lessons and the availability for these further meetings (proactive approach), as well as between the sharing of videos (found on the internet) and the sharing of asynchronous materials compared to synchronous meetings (more “traditional” approach). As for training, teachers have resorted to forms that are not particularly institutionalized (MOOCs, web resources, colleagues...), confirming an already existing pre-pandemic trend.
{"title":"Before and during the pandemic: teaching practices and teacher training in different school levels and grades","authors":"N. D. Blas, Manuela Fabbri, L. Ferrari, M. Trentini","doi":"10.7346/SIRD-1S2021-P51","DOIUrl":"https://doi.org/10.7346/SIRD-1S2021-P51","url":null,"abstract":"How did the teaching practices of teachers change during the Covid-19 emergency? How did the teachers train to deal with it? The case study presented in this article is based on data collected through an online questionnaire administered to a sample of almost 1000 teachers (from kindergarten to upper secondary school) participating in a MOOC (“massive” online course) made available by HOC-LAB of the Politecnico di Milano between March and June 2020. The results tell us that remote teaching is significantly adopted when the pandemic arrives, with an increase in the synchronous mode compared to the asynchronous one as the school level increases. New forms of interaction between teacher and pupils are born (individual meetings, small group meetings in extra-school hours); there is a correlation between the commitment to guarantee synchronous lessons and the availability for these further meetings (proactive approach), as well as between the sharing of videos (found on the internet) and the sharing of asynchronous materials compared to synchronous meetings (more “traditional” approach). As for training, teachers have resorted to forms that are not particularly institutionalized (MOOCs, web resources, colleagues...), confirming an already existing pre-pandemic trend.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115063329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In rethinking the articulation of training activities following the COVID-19 pandemic, university contexts have had to face a complex challenge: the reorganization of internships within the course curriculum. Re-designing these experiences while taking into account public health and local needs has led to the sudden transformation of consolidated practices, and this has often been a source of disorientation and concern for both students and teacher-tutors. This paper explores research developed in the 2020/21 academic year at the Department of Education of Roma Tre University. The main objective was to verify the effectiveness of an online supervision path in guiding and defining the internship experience of students, also in order to identify a useful model to be disseminated among teachers who perform the function of tutors. During the path the students worked in small groups through remote activities in synchronous and asynchronous mode and qualitative and quantitative tools were used. In addition to how the online training actions were designed, the data collected allowed us to reflect on the added value that the encouragement of an active and collaborative approach can give to curricular internship paths, especially in a crisis situation such as the current one. From the students’ point of view as well, working on specific guided paths with the use of supervision methodology can be useful to orient them during the internship experience and to give support on a cognitive and emotional level with respect to what they achieve in receiving structures in face-to-face mode and/or remotely.
{"title":"La Supervisione online come dispositivo di supporto alla qualificazione dei tirocini curricolari: una ricerca sui futuri Educatori di nido","authors":"A. Giuliani","doi":"10.7346/SIRD-1S2021-P62","DOIUrl":"https://doi.org/10.7346/SIRD-1S2021-P62","url":null,"abstract":"In rethinking the articulation of training activities following the COVID-19 pandemic, university contexts have had to face a complex challenge: the reorganization of internships within the course curriculum. Re-designing these experiences while taking into account public health and local needs has led to the sudden transformation of consolidated practices, and this has often been a source of disorientation and concern for both students and teacher-tutors. This paper explores research developed in the 2020/21 academic year at the Department of Education of Roma Tre University. The main objective was to verify the effectiveness of an online supervision path in guiding and defining the internship experience of students, also in order to identify a useful model to be disseminated among teachers who perform the function of tutors. During the path the students worked in small groups through remote activities in synchronous and asynchronous mode and qualitative and quantitative tools were used. In addition to how the online training actions were designed, the data collected allowed us to reflect on the added value that the encouragement of an active and collaborative approach can give to curricular internship paths, especially in a crisis situation such as the current one. From the students’ point of view as well, working on specific guided paths with the use of supervision methodology can be useful to orient them during the internship experience and to give support on a cognitive and emotional level with respect to what they achieve in receiving structures in face-to-face mode and/or remotely.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121002288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.7346/SIRD-012021-P129
Emilia Restiglian, Silvia Azzolin, Sabrina De Lazzaro, Maddalena Traldi, Marta Turco
Recently, the experiences and reflections regarding outdoor education in schools have been gradually spreading in Italy. Despite a quite ancient history and a favourable climate in many areas of the country, outdoor education is not yet widespread and primarily limited to pre-school, often in the private sector. To overcome this limitation, a pilot outdoor project was tested in a primary school to verify its effectiveness in terms of disciplinary and transversal skills development. The research adopted an exploratory evaluation research approach and used a variety of both quantitative and qualitative tools and procedures. School sessions in the forest focused on Italian language contents were observed and questionnaires on school well-being, parallel school tests, and, for the second class, also the results of the Invalsi tests were analysed. Interesting data emerged, especially from a qualitative point of view, as already demonstrated by many studies carried out at the European level, regarding the support of learning processes. No significant results emerged from the point of view of the discipline in the classes involved in the project, above all due to the impossibility of guaranteeing children regular sessions in the forest.
{"title":"Dalla classe al bosco. Una ricerca esplorativa nella scuola primaria","authors":"Emilia Restiglian, Silvia Azzolin, Sabrina De Lazzaro, Maddalena Traldi, Marta Turco","doi":"10.7346/SIRD-012021-P129","DOIUrl":"https://doi.org/10.7346/SIRD-012021-P129","url":null,"abstract":"Recently, the experiences and reflections regarding outdoor education in schools have been gradually spreading in Italy. Despite a quite ancient history and a favourable climate in many areas of the country, outdoor education is not yet widespread and primarily limited to pre-school, often in the private sector. To overcome this limitation, a pilot outdoor project was tested in a primary school to verify its effectiveness in terms of disciplinary and transversal skills development. The research adopted an exploratory evaluation research approach and used a variety of both quantitative and qualitative tools and procedures. School sessions in the forest focused on Italian language contents were observed and questionnaires on school well-being, parallel school tests, and, for the second class, also the results of the Invalsi tests were analysed. Interesting data emerged, especially from a qualitative point of view, as already demonstrated by many studies carried out at the European level, regarding the support of learning processes. No significant results emerged from the point of view of the discipline in the classes involved in the project, above all due to the impossibility of guaranteeing children regular sessions in the forest.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126015351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increasing globalization of tools used to assess ECEC quality requires reflection on their cultural coherence and ecological validity when applied in cultural contexts other than those of origin, as well as on the meaning of inconsistencies at the psychometric level that sometimes emerge - inconsistencies that quantitative methods alone often struggle to explain adequately. This paper proposes an integrated framework that combines the statistical analysis of quality assessment tools with a qualitative exploration of the meanings and interpretations that accompany their use in other cultures. This mixed-methods study, analyzing the implications of the CLASS Pre-K tool application in Italian preschools, offers a broader reflection on the importance and the need to adopt a critical, culturally-sensitive approach when using assessment tools outside their cultural cradle.
{"title":"Behind the numbers. A mixed-methods study of the CLASS tool application in Italy","authors":"V. Pagani","doi":"10.7346/SIRD-012021-P46","DOIUrl":"https://doi.org/10.7346/SIRD-012021-P46","url":null,"abstract":"The increasing globalization of tools used to assess ECEC quality requires reflection on their cultural coherence and ecological validity when applied in cultural contexts other than those of origin, as well as on the meaning of inconsistencies at the psychometric level that sometimes emerge - inconsistencies that quantitative methods alone often struggle to explain adequately. This paper proposes an integrated framework that combines the statistical analysis of quality assessment tools with a qualitative exploration of the meanings and interpretations that accompany their use in other cultures. This mixed-methods study, analyzing the implications of the CLASS Pre-K tool application in Italian preschools, offers a broader reflection on the importance and the need to adopt a critical, culturally-sensitive approach when using assessment tools outside their cultural cradle.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127543815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Beyond the specific conditions induced by the health emergency in our country, it is now clear that the school presents itself in a“structural”emergency condition. The situation requires organic and courageous interventions starting from what represents the recognized fulcrum of the school system: the quality of teachers. The article proposes an answer to the complicated (and urgent) question of initial training and entry into teaching for secondary school teachers. After a brief review of the current weaknesses of the Italian school and of the legislative initiatives that have been advanced, modified and replaced in the last twenty years, an overall solution is proposed for a training course progressively oriented towards increasingly advanced expertise levels, which allows also to address the problem of recruitment and career advancement. The premise is a different conception of the training, which focuses the attention on the real school problems, with an indication of effective, reliable and sustainable ways to face them, in opposition to the abstract, cumulative and transmissive traditional model.
{"title":"Qualità degli insegnanti: formazione, reclutamento, avanzamento di carriera. Quale scenario?","authors":"R. Trinchero, A. Calvani, A. Marzano, G. Vivanet","doi":"10.7346/SIRD-022020-P22","DOIUrl":"https://doi.org/10.7346/SIRD-022020-P22","url":null,"abstract":"Beyond the specific conditions induced by the health emergency in our country, it is now clear that the school presents itself in a“structural”emergency condition. The situation requires organic and courageous interventions starting from what represents the recognized fulcrum of the school system: the quality of teachers. The article proposes an answer to the complicated (and urgent) question of initial training and entry into teaching for secondary school teachers. After a brief review of the current weaknesses of the Italian school and of the legislative initiatives that have been advanced, modified and replaced in the last twenty years, an overall solution is proposed for a training course progressively oriented towards increasingly advanced expertise levels, which allows also to address the problem of recruitment and career advancement. The premise is a different conception of the training, which focuses the attention on the real school problems, with an indication of effective, reliable and sustainable ways to face them, in opposition to the abstract, cumulative and transmissive traditional model.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132233260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-11DOI: 10.7346/SIRD-022020-P165
P. Mulé
In this contribution, after a brief introduction on the Covid-19 emergency scenario, that has come to be determined, starting from the first months of 2020, and after reflecting on the theoretical framework of reference and on the in-service training course addressed to the Teacher Tutor Coordinators of the School for Disability of the Inclusion Pole of Catania“ Italo Calvino”, we want to present the data of an exploratory survey, on the application of distance learning to students with certified disabilities, which involved 2993 teachers between curricula and support of the Inclusion Center of Catania and the Province. From the exploratory survey it emerges that there is still a need to strengthen the in-service training of curricular and support teachers regarding the application of integrated digital teaching, as well as the knowledge of new active and collaborative methodologies aimed at building personalized and class-based training courses in an inclusive perspective.
{"title":"L’applicazione della didattica a distanza (DAD) durante l’emergenza Covid-19 nei confronti degli alunni con disabilità certificata. Un’indagine esplorativa","authors":"P. Mulé","doi":"10.7346/SIRD-022020-P165","DOIUrl":"https://doi.org/10.7346/SIRD-022020-P165","url":null,"abstract":"In this contribution, after a brief introduction on the Covid-19 emergency scenario, that has come to be determined, starting from the first months of 2020, and after reflecting on the theoretical framework of reference and on the in-service training course addressed to the Teacher Tutor Coordinators of the School for Disability of the Inclusion Pole of Catania“ Italo Calvino”, we want to present the data of an exploratory survey, on the application of distance learning to students with certified disabilities, which involved 2993 teachers between curricula and support of the Inclusion Center of Catania and the Province. From the exploratory survey it emerges that there is still a need to strengthen the in-service training of curricular and support teachers regarding the application of integrated digital teaching, as well as the knowledge of new active and collaborative methodologies aimed at building personalized and class-based training courses in an inclusive perspective.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129955476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents the impressive research work of the recently deceased Lucia Lumbelli, founding partner of SIRD. She was a very original researcher in topics such as the verbal communication in education, audiovisual communication and the promotion of text comprehension. The common ground of her research was always the aim to promote the students’ autonomy and motivation, which is often lacking because of sociocultural factors. Her pedagogical assumptions and research methodology, a kind of exploratory research, in which theoretical devices and empirical data interact, are alsopresented.
{"title":"Communication and comprehension. Methodological rigor and civic engagement in Lucia Lumbelli’s research","authors":"Roberta Cardarello, Enver Bardulla","doi":"10.7346/SIRD-012020-P21","DOIUrl":"https://doi.org/10.7346/SIRD-012020-P21","url":null,"abstract":"The article presents the impressive research work of the recently deceased Lucia Lumbelli, founding partner of SIRD. She was a very original researcher in topics such as the verbal communication in education, audiovisual communication and the promotion of text comprehension. The common ground of her research was always the aim to promote the students’ autonomy and motivation, which is often lacking because of sociocultural factors. Her pedagogical assumptions and research methodology, a kind of exploratory research, in which theoretical devices and empirical data interact, are alsopresented.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130438235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"La ricerca educativa, le emergenze e l’arte di educare","authors":"P. Lucisano","doi":"10.7346/SIRD-012020-P10","DOIUrl":"https://doi.org/10.7346/SIRD-012020-P10","url":null,"abstract":"","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121605543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.7346/SIRD-012020-P102
Marika Calenda, Francesco Milito
Scholastic evaluation is an issue that has long engaged research in the fields of humanities, social sciences and education. The evaluation involves psychological variables and is inextricably linked to learning and teaching: monitoring the achievement of the objectives on which the teaching action is based necessarily involves measuring the results achieved. In recent years the theme of evaluation has taken on a central role in the scholastic debate, enriching itself with reflections and connotations that today give us a very different idea of evaluation that is certainly more complex than in the past. To reach these conclusions, the step was not short nor without problems in the scientific community. Compared to traditional models of evaluation, a new positioning had to be sought, reasoning based on objective measurement criteria, promoting an idea of mature evaluation and above all an evaluation of one's own training potential. The present work aims to carry out an examination of the peculiar problems of docimology, tracing its developments over time and to propose a reflection on the relevance of docimological studies.
{"title":"L'attualità degli studi docimologici","authors":"Marika Calenda, Francesco Milito","doi":"10.7346/SIRD-012020-P102","DOIUrl":"https://doi.org/10.7346/SIRD-012020-P102","url":null,"abstract":"Scholastic evaluation is an issue that has long engaged research in the fields of humanities, social sciences and education. The evaluation involves psychological variables and is inextricably linked to learning and teaching: monitoring the achievement of the objectives on which the teaching action is based necessarily involves measuring the results achieved. In recent years the theme of evaluation has taken on a central role in the scholastic debate, enriching itself with reflections and connotations that today give us a very different idea of evaluation that is certainly more complex than in the past. To reach these conclusions, the step was not short nor without problems in the scientific community. Compared to traditional models of evaluation, a new positioning had to be sought, reasoning based on objective measurement criteria, promoting an idea of mature evaluation and above all an evaluation of one's own training potential. The present work aims to carry out an examination of the peculiar problems of docimology, tracing its developments over time and to propose a reflection on the relevance of docimological studies.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134102731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main aspiration of educational research has always included being able to improve achievement on a large scale through effective and sustainable approaches. However, history shows how this goal remained largely unattainable and, in more recent times, widely and intentionally abandoned.This work presents an orientation towards educational planning which tries to demonstrate how new opportunities exist today to overcome this gap integrating the experimental tradition with the capitalization of evidence-based knowledge allowed by the support of network technologies. In support of this, it describes an example relating to the development of reading comprehensions in primary schools to show how educational research should proceed in this new direction.
{"title":"Progettare per un miglioramento basato su evidenze. Quale metodologia","authors":"A. Calvani, A. Marzano","doi":"10.7346/SIRD-012020-P67","DOIUrl":"https://doi.org/10.7346/SIRD-012020-P67","url":null,"abstract":"The main aspiration of educational research has always included being able to improve achievement on a large scale through effective and sustainable approaches. However, history shows how this goal remained largely unattainable and, in more recent times, widely and intentionally abandoned.This work presents an orientation towards educational planning which tries to demonstrate how new opportunities exist today to overcome this gap integrating the experimental tradition with the capitalization of evidence-based knowledge allowed by the support of network technologies. In support of this, it describes an example relating to the development of reading comprehensions in primary schools to show how educational research should proceed in this new direction.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128018511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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