Italian Journal of Health Education, Sports and Inclusive Didactics
SURVEY ON THE METHODOLOGICAL AND DIDACTIC SKILL OF THE INCLUSIVE TEACHER. SUGGESTIONS ON ICT TRAINING IN THE POST-PANDEMIC COVID PHASE.
Abstract
Methodological and didactic skills required today at school, especially in blended mode, require specific teacher training. This survey focuses on the resident students of the VII Course for educational support at the University of L’Aquila, and detects their incoming training needs after the Covid-19 pandemic. 49% of them have difficulties with educational software, while 63% have problems with ICT. Our results don’t confirm national trends. Training activities must fill these gaps and include the support of augmented and virtual reality.
Keywords
Full Text:
PDF (Italiano)References
Almenara, J.C., Tena, R.R., Rodríguez, A.P. (2020). Evaluation of Teacher Digital Competence Frameworks Through Expert Judgement: The Use of the Expert Competence Coefficient. Journal of New Approaches in Educational Research Original. 9 (2), 2254-7339.
D.M. MIUR 30 Settembre 2011. Criteri e modalità per lo svolgimento dei corsi di formazione per il conseguimento della specializzazione per le attivita' di sostegno, ai sensi degli articoli 5 e 13 del decreto 10 settembre 2010, n. 249. (12A03796) (GU Serie Generale n.78 del 02-04-2012)
Bocci, F., Guerini, I., Travaglini, A. (2021). Le competenze dell’insegnante inclusivo. Riflessioni sulla formazione iniziale tra aspettative e conferme. FORM@RE. 21(1), 8-23.
Bocci, F., Guerini, I., Isidori, M.V., Traversetti, M. (2022). Il contributo del paradigma tecnologico-digitale alla formazione degli insegnanti specializzati per il sostegno. Esiti di un’indagine esplorativa. MEDIA EDUCATION. 13(1), 7-24.
Cao C., Li J., Zhu Y., Gong Y., Gao M. (2020). Evaluation of Online Teaching Platforms Based on AHP in the Context of COVID-19. Open Journal of Social Sciences. 8, 359-369.
Isidori, M.V., Santelli, A., Referza, C. (2023). La formazione all’uso delle TIC: un’indagine nell’ambito del TFA Sostegno per la scuola primaria. Educare.it, Vol. 23, n.1.
Isidori, M. V.; Evangelista, C.; Giammario, R.; Muselli, M. (2023). Indagine sull’esperienza didattica degli insegnanti in servizio presso le scuole della Regione Abruzzo (A.S. 2021/22 in emergenza Covid 19) Bisogni formativi e nuovi scenari. RESEARCH TRENDS IN HUMANITIES EDUCATION & PHILOSOPHY, vol. V. n.10.
INDIRE 2022. Ricerca for innovation of the Italian School. Report impact of the pandemic on school in the school year 2020/21 (https://www.indire.it/wp-content/uploads/2022/02/Didattiche-Durante-il-Lockdown_10_01-1.pdf).
Lelinge, B., & Alwall, J. (2022). School Improvement and teachers’ collaborative professional development for inclusive education: A Swedish case. International Journal of Whole Schooling. Vol 2.
Lucisano, P., (2020). Fare ricerca con gli insegnanti. I primi risultati dell’indagine nazionale SIRD “Per un confronto sulle modalità di didattica a distanza adottate nelle scuole italiane nel periodo di emergenza COVID-19”. Lifelong Lifewide Learning, 16(36): 3-25.
Ranieri, M., Gaggioli, C. (2020). La didattica alla prova del Covid-19 in Italia: uno studio sulla Scuola Primaria. Práxis Educativa. 15, 1-20.
Zambianchi, E., Miotti Scarpa, S., (2022). Universal Design for Learning to Support Integrated Digital Teaching. Handbook of Research on Applying Emerging Technologies Across Multiple Disciplines. 2-466.
DOI: https://doi.org/10.32043/gsd.v7i2.790
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN printed: 2532-3296