From the theory of Pedagogical Problematism to contemporary teaching applications: the case of real learning experiences in teacher training

Giusi Antonia Toto; Pierpaolo Limone

doi:10.6092/issn.1970-2221/14265

Authors

Giusi Antonia Toto University of Foggia

Giusi Antonia Toto is researcher in Experimental Pedagogy at the University of Foggia. Her research interests focus on cognitive skills, teaching methodologies and information and communication technologies. For years she has focused her research on the relationship between learning and digital media and on the psychological effects of online learning. She is a member of the Learning Science hub (LSH).
Pierpaolo Limone University of Foggia

Pierpaolo Limone is Full Professor of Developmental and Educational Psychology at the University of Foggia, where he also holds the position of rector since 2019. Two years after assuming the rector’s office, he received from CRUI the national delegations for orientation, teacher training, ITS and life-long learning. Co-founder of the national e-learning platform EduOpen, he represents Italy at the European Mooc Consortium (EMC). He is a member of the Learning Science hub (LSH).

DOI:

https://doi.org/10.6092/issn.1970-2221/14265

Keywords:

pedagogical model, professional vision, didactic, Problematicism, teachers

Abstract

The professional vision of today’s educator must be strongly anchored in accredited pedagogical models. Dewey’s activism has already proposed a model of education adhering to contextual reality while mediated using technology; this model is embodied in the didactic practice of the workshop, as a natural evolution of pragmatism. The purpose of this contribution is to associate the reflection on the professionalism of the educator with these two theoretical models, both fundamental in the panorama of pedagogical studies, and provide evidence-based operational teaching proposals. In particular, a survey was carried out with school teachers of all levels in order to assess the impact of online teaching on the stress and motivation of teachers. The methodology used was correlational research, and the survey was conducted through the administration of three different scales (Online teaching learning, Perceived stress scale, The teacher motivation scale) to a total sample of 1400 teachers.

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From the theory of Pedagogical Problematism to contemporary teaching applications: the case of real learning experiences in teacher training

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