Teachers and Training: For Sustainable Digital Implementation

Authors

DOI:

https://doi.org/10.7346/-fei-XX-01-22_77

Keywords:

School, Teachers, Digital, Training, Learning

Abstract

The profound transformations of society and the challenges to be faced at a European and global level require special attention to the development of human, cultural and social capital, which represents the set of fundamental factors for sustaining and accelerating growth. According to Ceruti, the factors generating profound transformations are globalization and the explosion of new information technologies. In this context, the task of the education system becomes even more complex precisely because of the proliferation of information and knowledge as well as learning contexts and opportunities. The school’s task becomes that of fostering the growth of active and responsible citizens capable of unifying the fragmentation of information and knowledge, of filtering and connecting multiple experiences that are very diverse and heterogeneous. Schools must encourage students to contextualize knowledge; globalization, Industry 4.0 and technologies invite us to rethink the concept of education. In particular, the training of school personnel throughout their professional life becomes a decisive factor in redefining and recontextualizing the educational and teaching proposals that must respond to two different and complementary needs at the same time: «teaching to be» and «teaching to learn».

References

Azevedo, R. (2005). Computers as metacognitive tools for enhancing learning. Educational Psychologist, 40(4), 193-197. https://doi.org/10.1207/s15326985ep4004_1

Bandura A. (2018), Autoefficacia. Teorie e applicazioni. Trento: Erickson.

Bateson G. (2018), Verso una ecologia della mente. Milano: Adelphi.

Bonaiuti, G. (2014). Le strategie didattiche. Roma: Carocci.

Bruscaglioni, M. (2002). La gestione dei processi di formazione degli adulti. Milano: FrancoAngeli.

Calvani, A. (2011). Principi dell’istruzione e strategie per insegnare. Criteri per una didattica efficace. Roma: Carocci.

Carnazzola, M (2018). La necessaria formazione dei docenti. Educare, August 28, 2018. https://www.educare.it/j/temi/scuola/riforme-della-scuola/3775-la-necessaria-formazione-dei-docenti

Castoldi, M. (2011). Progettare per competenze. Percorsi e Strumenti. Roma: Carocci.

Cerri, R. (Ed.). (2012). L’evento didattico: Dinamiche e processi. Roma: Carocci

Ceruti, M (2017). La scuola e le sfide della complessità. Studi sulla formazione, 20(2), pp. 9-20. https://doi.org/10.13128/Studi_Formaz-22165

Ceruti, M. (2020). Abitare la complessità. Milano: Mimesis.

De Santis, M. (2016). Il laboratorio: Per una didattica ludica della formazione. Roma: Aracne.

Digital Education Action Plan 2021-2027, 30 settembre 2020 in https://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=CELEX:52020DC0624 (Ultima consultazione: 2 aprile 2021)

Foà C., & Saudino, M. (2021), Cambiamo la scuola. Per un’istruzione a forma di persona. Eris Edizioni: Torino.

Frabboni, F. (2005). Il laboratorio per imparare ad imparare. Napoli: Tecnodid.

Fullan, M. (2011). Choosing the wrong drivers for whole system Reform. Center for Strategic Education (CSE), Melbourne. Retrieved May 26, 2021, from http://www.edsource.org/today/wp-content/uploads/Fullan-Wrong-Drivers1.pdf

Ianes, D., Cramerotti, S., Biancato, L., & Demo, H. (2019), Il manuale dell’Expert Teacher: Competenze chiave per 4 nuovi profili docente, Erickson, Trento.

Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9 (1), 60-70.

Morin, E. (2000). La testa ben fatta. Milano: Cortina.

Schön, D. A. (1993), Il professionista riflessivo. Per una nuova epistemologia della pratica professionale. Bari: Dedalo.

Sini, C. (2009). L’uomo, la macchina, l’automa. Milano: Bollati Boringhieri.

Wang, Q. (2009). Guiding teachers in the process of ICT integration: Analysis of three conceptual models. Educational Technology, 49 (5), 23-27.

Published

2022-05-30

How to Cite

Della Valle, E. (2022). Teachers and Training: For Sustainable Digital Implementation. Formazione & Insegnamento, 20(1 Tome II), 868–876. https://doi.org/10.7346/-fei-XX-01-22_77

Similar Articles

You may also start an advanced similarity search for this article.