Reflective practices in teacher education for and through technologies
DOI:
https://doi.org/10.7346/-fei-XXI-01-23_29Keywords:
Formative interventions, Teacher continuous professional development, Active teaching, AssessmentAbstract
In this paper we describe a training course for in-service teachers in which reflective processes gain value within a community of practice nurtured by collaborative activities and constant confrontation about the participants’ professionalism embodied in the creative and design actions solicited by the course itself: a I Level university master's degree, delivered in e-Learning mode and based on an experiential training model and inspired by the Trialogical Learning & Assessment Approach, whereby learners are called upon to create shared and meaningful objects together, through the mediation of digital tools and by participating in diversified activities of reflection, revision and improvement of their own products, with the aim of experiencing with methodologies and technologies useful for modifying their teaching in a socio-constructivist direction.
The article reports the results of a qualitative study carried out through content analysis of the utterances of teachers urged to reflect on their own learning journey.
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