Formazione dell'insegnante in-servizioEC1323

Conoscere modalità diverse di formazione e le situazioni formative specifiche per le quali ciascuna di esse è adatta: mentoring, case-method, peer coaching, instructional rounds method, reflective teacher, supervisione continua, ricerca-azione. Di ciascun metodo, conoscere i punti di forza, i limiti di validità e le condizioni di applicabilità, in vista del miglioramento/recupero delle competenze professionali dell’insegnante. Progettare un intervento scegliendo il metodo anche sulla base di osservazioni realizzate in un contesto di scuola e di classe reali.

Le qualità della professionalità dell’insegnante riguardo ai contenuti: - della disciplina insegnata, - di progettazione didattica, - delle differenze individuali degli studenti, - di valutazione, - di comunicazione e relazione con gli studenti, - di gestione della classe, - dei processi collaborativi di una comunità professionale, - dell’etica professionale.

Dispense del Professore. Abbott, I., Rathbone, M., & Whitehead, P. (2019). The transformation of initial teacher education: The changing nature of teacher training. Routledge; Anderson, L. W. (1995). International encyclopedia of teaching and teacher education (2nd ed.). Cambridge University Press; Beckett, L. (Ed.). (2017). Teacher education through active engagement: Raising the professional voice. Routledge; Castro Superfine, A., Goldman, S. R., & Ko, M.-L. M. (Eds.). (2023). Teacher learning in changing contexts: Perspectives from the learning sciences. Routledge; City, E. A., Elmore, R. F., & Fiarman, S. E. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Harvard Education Press; Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E. (Eds.). (2008). Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.). Routledge; Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309; Darling-Hammond, L., & Lieberman, A. (Eds.). (2012). Teacher education around the world: Changing policies and practices. Routledge; Dar- ling-Hammond, L., Shulman, L. S., & Sykes, G. (Eds.). (1999). Teaching as the learning profession: Handbook of policy and practice. Jossey-Bass; Dreon, O., & Polly, D. (Eds.). (2017). Advances in higher education and professional development. Teacher education for ethical professional practice in the 21st century. IGI Global; Dud- ley, P. (2019). Teacher education and Lesson Study. In G. W. Noblit (Ed.), Oxford Research Encyclopedia of Education. Online (pp. 1–18). The Oxford University Press; Forlin, C. (2010). Teacher education for inclusion: Changing paradigms and innovative approaches. Routledge; Fowler-Finn, T. (2013). Leading instructional rounds in education: A facilitator’s guide. Harvard Education Press; Goodwyn, A. (2017). Expert teachers: An international perspective. Teacher quality and school development. Routledge; Goodwin, A. L., Del Prete, T., Reagan, E. M., & Roegman, R. (2015). A closer look at the practice and impact of “rounds”. International Journal of Educational Research, 73, 37–43; Husu, J., & Clandinin, D. J. (Eds.). (2017). The SAGE handbook of research on teacher ed- ucation. SAGE; Information Resources Management Association (USA). (2016). Teacher education: Concepts, methodologies, tools, and applications. 3 voll. IGI Global; Keengwe, J., Mbae, J. G., & Onchwari, G. (Eds.). (2016). Handbook of research on global issues in next-generation teacher education. IGI Global; Kosnik, C. M., & Beck, C. (2009). Priorities in teacher education: The 7 key elements of pre-service preparation. Routledge; Kumar, R., Chander, S., & Kaushik, B. (Eds.). (2018). Teacher education in the 21st century. SAGE; Martin, C., & Polly, D. (Eds.). (2017). Handbook of research on teacher education and professional development. IGI Global; Mead, N. (2020). Values and professional knowledge in teacher education. Routledge; Menter, I. (2017). Teacher education research. In G. W. Noblit (Ed.), Oxford Research Encyclopedia of Education. Online. The Oxford University Press; Panda, P. (2019). International perspectives on standards and benchmarking in teacher education. In G. W. Noblit (Ed.), Oxford Research Encyclopedia of Education. Online (pp. 1–25). The Oxford University Press; Roberts, J. E. (2012). Instructional rounds in action. Harvard Education Press; Robinson, M., & Mogliacci, R. J. (2019). Conceptions and models of teacher education. In G. W. Noblit (Ed.), Oxford Research Encyclopedia of Education. Online. The Oxford University Press; Peters, M. (Ed.). (2022). Encyclopedia of teacher education. Springer; Sanger, M. N., & Osguthorpe, R. D. (Eds.). (2013). The moral work of teaching and teacher education: Preparing and supporting practitioners. Foreword by David T. Hansen. Teachers College Press; Stronge, J. (2010). Le qualità degli insegnanti efficaci. LAS; Teitel, L. (2013). School-based instructional rounds: Improving teaching and learning across classrooms. Harvard Education Press; Yero, J. L. (2002). Teaching in mind: How teacher thinking shapes education. MindFlight Pub.; Wyatt-Smith, C., Adie, L., Haynes, M., & Day, C. (2022). Professionalizing teacher education: Performance assessment, standards, moderation, and evidence. Routledge.