In this paper are investigated factors that 137 teachers attending a 75-hour course on ICT for special education in the Italian TFA program (active training internship) consider a source of professional gratification. This last element underlies job well-being and is closely linked to optimal performance. Results show a perceived important role of professional knowledge and skills, which is linked to students' achievements; colleagues' collaboration and support; professional role recognition; training on different professional knowledge and skills and ICT tools. Professional training seems crucial in improving, besides knowledge and skills, all the elements reported as source of professional gratification and, in second instance, on professional well-being.
{"title":"Il ruolo della formazione sulla gratificazione professionale dei docenti","authors":"Ilaria Bortolotti, Irene Stanzione","doi":"10.30557/qw000070","DOIUrl":"https://doi.org/10.30557/qw000070","url":null,"abstract":"In this paper are investigated factors that 137 teachers attending a 75-hour course on ICT for special education in the Italian TFA program (active training internship) consider a source of professional gratification. This last element underlies job well-being and is closely linked to optimal performance. Results show a perceived important role of professional knowledge and skills, which is linked to students' achievements; colleagues' collaboration and support; professional role recognition; training on different professional knowledge and skills and ICT tools. Professional training seems crucial in improving, besides knowledge and skills, all the elements reported as source of professional gratification and, in second instance, on professional well-being.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"190 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77098856","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}
Ottavia Trevisan, Martina De Rossi, R. Christensen, G. Knezek
In this study focusing on distance teaching during the Covid-19 pandemic, 47 higher education faculty in Italy and the USA responded to a survey circulated internationally between July and November 2021. In both contexts, perceptions of the institutional support and professional training for distance education (DE) were found to be similar in many ways, although the experiences with DE's opportunities and challenges proved quite different. Respondents in the USA reported being more at ease with DE, while Italian faculty reported greater recognition of the barriers to DE. HE faculty in both contexts equally recognized the importance of professional development for DE. Possible reasons for these similarities and differences are discussed.
{"title":"Multinational perspectives on Covid-19 challenges: Faculty responses to distance education in Italy and the USA","authors":"Ottavia Trevisan, Martina De Rossi, R. Christensen, G. Knezek","doi":"10.30557/qw000056","DOIUrl":"https://doi.org/10.30557/qw000056","url":null,"abstract":"In this study focusing on distance teaching during the Covid-19 pandemic, 47 higher education faculty in Italy and the USA responded to a survey circulated internationally between July and November 2021. In both contexts, perceptions of the institutional support and professional training for distance education (DE) were found to be similar in many ways, although the experiences with DE's opportunities and challenges proved quite different. Respondents in the USA reported being more at ease with DE, while Italian faculty reported greater recognition of the barriers to DE. HE faculty in both contexts equally recognized the importance of professional development for DE. Possible reasons for these similarities and differences are discussed.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"45 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83872286","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}
This research explored the association between teachers’ digital competence and their perception of specific topics as challenges or opportunities during the emergency remote teaching caused by the Covid-19 pandemic. The data were collected from 2282 Swiss vocational education and training (VET) teachers through open-ended questions and self-reported measures based on DigCompEdu. The results suggest that digital competence is associated with the tendency to perceive specific topics in terms of challenges or opportunities. Specifically, the teachers who reported assessment, students’ empowerment and self-directed learning as opportunities had higher levels of competence in the respective DigCompEdu areas compared to those who perceived the same topics as challenges.
{"title":"Editorial The “new normality”: Digital technologies and learning environments beyond the emergency","authors":"C. Bereiter, N. Sansone","doi":"10.30557/qw000054","DOIUrl":"https://doi.org/10.30557/qw000054","url":null,"abstract":"This research explored the association between teachers’ digital competence and their perception of specific topics as challenges or opportunities during the emergency remote teaching caused by the Covid-19 pandemic. The data were collected from 2282 Swiss vocational education and training (VET) teachers through open-ended questions and self-reported measures based on DigCompEdu. The results suggest that digital competence is associated with the tendency to perceive specific topics in terms of challenges or opportunities. Specifically, the teachers who reported assessment, students’ empowerment and self-directed learning as opportunities had higher levels of competence in the respective DigCompEdu areas compared to those who perceived the same topics as challenges.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"6 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82529471","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":"Activating teachers’ epistemic agency to implement knowledge building in classroom: A case analysis of the “Classi in rete” project","authors":"S. Cacciamani, G. Mangione, M. Pieri","doi":"10.30557/qw000059","DOIUrl":"https://doi.org/10.30557/qw000059","url":null,"abstract":"","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"10 4 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78312843","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}
F. Amenduni, Martina Rauseo, C. Antonietti, Alberto A. P. Cattaneo
This research explored the association between teachers' digital competence and their perception of specific topics as challenges or opportunities during the emergency remote teaching caused by the Covid-19 pandemic. The data were collected from 2282 Swiss vocational education and training (VET) teachers through open-ended questions and self-reported measures based on DigCompEdu. The results suggest that digital competence is associated with the tendency to perceive specific topics in terms of challenges or opportunities. Specifically, the teachers who reported assessment, students' empowerment and self-directed learning as opportunities had higher levels of competence in the respective DigCompEdu areas compared to those who perceived the same topics as challenges.
{"title":"Challenges and opportunities perceived by Swiss vocational education and training (VET) teachers during emergency remote teaching: The role of teachers’ digital competence","authors":"F. Amenduni, Martina Rauseo, C. Antonietti, Alberto A. P. Cattaneo","doi":"10.30557/qw000057","DOIUrl":"https://doi.org/10.30557/qw000057","url":null,"abstract":"This research explored the association between teachers' digital competence and their perception of specific topics as challenges or opportunities during the emergency remote teaching caused by the Covid-19 pandemic. The data were collected from 2282 Swiss vocational education and training (VET) teachers through open-ended questions and self-reported measures based on DigCompEdu. The results suggest that digital competence is associated with the tendency to perceive specific topics in terms of challenges or opportunities. Specifically, the teachers who reported assessment, students' empowerment and self-directed learning as opportunities had higher levels of competence in the respective DigCompEdu areas compared to those who perceived the same topics as challenges.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89871106","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":"University teachers and students in the pandemic: Connection, disconnection, and identity challenges","authors":"L. Galuppo, S. Ripamonti, Angelo Benozzo","doi":"10.30557/qw000058","DOIUrl":"https://doi.org/10.30557/qw000058","url":null,"abstract":"","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"53 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76288737","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}
Cataldo Giuliano Gemmano, M. B. Ligorio, A. Manuti
{"title":"Contributo alla validazione del Digital Mindset Questionnaire in un campione di studenti universitari italiani","authors":"Cataldo Giuliano Gemmano, M. B. Ligorio, A. Manuti","doi":"10.30557/qw000060","DOIUrl":"https://doi.org/10.30557/qw000060","url":null,"abstract":"","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"34 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89270765","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":"ditorial A time of complexity: From teachers’ training to students’ skills in the knowledge driven XXI century","authors":"I. Bortolotti","doi":"10.30557/qw000047","DOIUrl":"https://doi.org/10.30557/qw000047","url":null,"abstract":"","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"2 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87380755","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}
Training pre-service teachers in their own computational thinking is critical to building with them the discourse of CT didactics and its inclusion in the classroom with children in kindergarten and primary education. This research raises possible solutions and offers the results of an intervention carried out with 37 students in the 2nd year of the bachelor’s degree in Education. An intensive CT proposal, through a Scratch project, allows all students to reach a sufficient level of CT, regardless of their previous experience and initial level. All students improve their mastery of CT skills: Those who have a lower initial level can develop it from the ground up; those who already have a high level at the beginning improve their efficiency in solving questions where they have to mobilize CT.
{"title":"Developing computational thinking among preservice teachers","authors":"M. Peracaula-Bosch, Juan González-Martínez","doi":"10.30557/qw000049","DOIUrl":"https://doi.org/10.30557/qw000049","url":null,"abstract":"Training pre-service teachers in their own computational thinking is critical to building with them the discourse of CT didactics and its inclusion in the classroom with children in kindergarten and primary education. This research raises possible solutions and offers the results of an intervention carried out with 37 students in the 2nd year of the bachelor’s degree in Education. An intensive CT proposal, through a Scratch project, allows all students to reach a sufficient level of CT, regardless of their previous experience and initial level. All students improve their mastery of CT skills: Those who have a lower initial level can develop it from the ground up; those who already have a high level at the beginning improve their efficiency in solving questions where they have to mobilize CT.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"2 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89200139","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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