Il mentoring come strategia per lo sviluppo professionale dei docenti universitari: Un percorso di formazione e ricerca
DOI:
https://doi.org/10.7346/-fei-XX-03-22_28Palabras clave:
Mentoring, Faculty development, Faculty mentoring, Formazione docenti, Università.Resumen
Il presente contributo approfondisce l’importante ruolo dei processi di mentoring all’interno delle pratiche di Faculty Development per la qualificazione della docenza universitaria. Viene inizialmente proposta una breve riflessione sulle politiche nazionali e internazionali a sostegno della formazione dei docenti universitari, proseguendo con un focus sulle pratiche di faculty mentoring. Tali premesse, fondamentali per approfondire la letteratura in merito ai temi di interesse, sono propedeutiche alla presentazione di una esperienza di peer faculty mentoring, proposta presso il Politecnico di Torino. Il percorso, denominato Mentoring Polito Project (M2P), si inserisce all’interno di un più complesso progetto triennale di formazione della docenza, sostenuto e finanziato dall’Ateneo, e si configura come importante risorsa a sostegno della qualificazione professionale del corpo insegnante. Verranno presentati in questo contributo gli esiti della prima edizione del M2P, con particolare attenzione alla valutazione, da parte dei docenti partecipanti, delle attività formative e dell’esperienza nel suo complesso, rilevata attraverso strumenti quantitativi e qualitativi.
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