Professional Identity, Digital Competence and Teacher Training: the Importance of Post-lauream training as a Context for Reflection on Today’s Competences, Technologies and Educational Mission

Valeria Tamborra, Stefania Attanasio, Michele Baldassarre


The purpose of this paper is to critically examine the professional identity and professional training of teachers today. These two elements are highly intertwined and must be redefined in light of the deep changes that have been occurring within the school system in recent years. These changes include the pervasive presence of digital media in classrooms, reformed curricula which respect the European standards concerning competences and scholastic editorial reform. Over time these elements have changed the social and organizational order of schools, gradually distancing
the teachers from the cultural- and social- disposition of the alumni. Consequently, the gap between the school as an institution and society is growing.
Today’s teachers are frequently forced to face educational situations that they are unable to manage. In particular, digital media have profoundly changed both the way lessons are carried out and the power-based relationships that exist between teachers
and their students. For these reasons the professional identity of teachers must undergo a deep redefinition. Running parallel to this is the high importance of training in- and formation and knowledge of up-to-date competences and abilities.
The research presented here has the aim of investigating the aspects mentioned above. An open-response questionnaire was submitted to a sample of 247 teachers and aspiring teachers, as well as members of a professional development course carried out in the University of Bari, Italy. The study uses a mixed-method approach to content analysis, utilising tools such as T-Lab to facilitate statistical information in a fashion complementary to the qualitative elements of the work.

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