From the theory of Pedagogical Problematism to contemporary teaching applications: the case of real learning experiences in teacher training
Keywords:pedagogical model, professional vision, didactic, Problematicism, teachers
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.
AlAteeq, D. A., Sumayah A., & AlEesa, D. (2020). Perceived stress among students in virtual classrooms during the COVID-19 outbreak in KSA, Journal of Taibah University Medical Sciences, 15(5), 398-403. https://doi.org/10.1016/j.jtumed.2020.07.004
Ardizzoni, S., Bolognesi, I., Salinaro, M., & Scarpini, M. (2020). Didattica a distanza con le famiglie: l’esperienza di insegnanti e genitori, in Italia e in Cina, durante l’emergenza sanitaria 2020. Uno studio preliminare. Infanzia, famiglie, servizi educativi e scolastici nel Covid-19, 71. Retrieved January 21, 2022 from: https://centri.unibo.it/creif/it/pubblicazioni/servizi-educativi-e-scolastici-nel-covid-19-riflessioni-pedagogiche
Baldacci, M. (2010). Teoria, prassi e “modello” in pedagogia. Un’interpretazione della prospettiva. Education Sciences & Society, 1(1). Retrieved January 21, 2022 from: https://riviste.unimc.it/index.php/es_s/article/view/44/15
Baldacci, M., & Minerva, F. P. (Eds.). (2015). Razionalità, educazione, realtà sociale. Studi sulla pedagogia di Franco Frabboni. FrancoAngeli.
Bertin, M. G. (1951). Introduzione al problematicismo pedagogico. Carlo Marzorati editore.
Bertin, M. G. (1982). Progresso sociale e trasformazione esistenziale. Liguori.
Bolatov, A. K., Seisembekov, T. Z., Askarova, A. Z., Baikanova, R. K., Smailova, D. S., & Fabbro, E. (2021). Online-learning due to COVID-19 improved mental health among medical students. Medical science educator, 31(1), 183-192. https://doi.org/10.1007/s40670-020-01165-y.
Cambi, F. (2000). Manuale di filosofia dell’educazione. Laterza.
Cohen, S. (2021). Psychosocial vulnerabilities to upper respiratory infectious illness: Implications for susceptibility to coronavirus disease 2019 (COVID-19). Perspectives on Psychological Science, 16(1), 161–174. https://doi.org/10.1177/1745691620942516
Contini, M. (1983). Costruire l’esistenza. Armando.
Cronbach, L.J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334. https://doi.org/10.1007/BF02310555
Cucco, B., Gavosto, A., & Romano, B. (2021). How to Fight Against Drop Out and Demotivation in Crisis Context: Some Insights and Examples from Italy. In D. Burgos, A. Tlili, and A. Tabacco (Eds.), Radical Solutions for Education in a Crisis Context (pp. 23-36). Springer.
Fan, R. J. D., & Tan, P. J. B. (2019). Application of information technology in preschool aesthetic teaching from the perspective of sustainable management. Sustainability, 11(7), 2179. https://doi.org/10.3390/su11072179
Frabboni F., (1985). I fondamenti teoretici del problematicismo. In AA.VV. Educazione e ragione. Scritti in onore di Giovanni Maria Bertin (pp. 63-68), La Nuova Italia.
Frabboni, F. (1971). Il gioco come esperienza educativa totale. In R. Ballardini, M.W. Battacchi, and F. Frabboni (Eds.), Il campo-gioco e la città. La Nuova Italia.
Ghazali, D. (2008). Kesahan dan kebolehpercayaan dalam kajian kuantitatif dan kualitatif. Jurnal Institut Perguru-an Islam. 61-82. Retrieved 21 January, 2021 from: http://eprints.utm.my/id/eprint/41093/1/KamarulAzmiJasmi2012_Kesahan%26KebolehpercayaanKajianKualitatif.pdf
Guajardo, J. (2011). Teacher motivation: Theoretical framework, situation analysis of Save the Children country offices, and recommended strategies, Save the Children. Retrieved December 27, 2016 from: http://www.teachermotivation.org/blog2/resource-teacher-motivation-theoretical-framework/
Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of Coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108–121. https://doi.org/10.7176/JEP/11-13-12
Panisoara, I. O., Lazar, I., Panisoara, G., Chirca, R., & Ursu, A. S. (2020). Motivation and continuance intention towards online instruction among teachers during the COVID-19 pandemic: The mediating effect of burn-out and technostress. International Journal of Environmental Research and Public Health, 17(21), 8002. https//doi.org/10.3390/ijerph17218002
Pinto Minerva, F. (2000). Manuale di pedagogia generale. Laterza.
Pinto Minerva, F. (2019). La mia pedagogia: differenza, complessità, ibridazione, utopia. Rassegna di Pedagogia Pädagogische Umschau: trimestrale di cultura pedagogica, LXXVII (1/4), 103–113. https://doi.org/10.19272/201902104008
Roberti, J. W., Harrington, L. N., & Storch, E. A. (2006). Further psychometric support for the 10‐item version of the perceived stress scale. Journal of College Counseling, 9(2), 135–147. https://doi.org/10.1002/j.2161-1882.2006.tb00100.x
Salikhova, N. R., Lynch, M. F., & Salikhova, A. B. (2020). Psychological Aspects of Digital Learning: A Self-Determination Theory Perspective. Contemporary Educational Technology, 12(2), ep280. https://doi.org/10.30935/cedtech/8584
Sprenger, D. A., & Schwaninger, A. (2021). Technology acceptance of four digital learning technologies (class-room response system, classroom chat, e-lectures, and mobile virtual reality) after three months’ us-age. International Journal of Educational Technology in Higher Education, 18(8), 1–17. https://doi.org/10.1186/s41239-021-00243-4
Tan, P. J. B., & Hsu, M. H. (2018). Designing a System for English Evaluation and Teaching Devices: A PZB and TAM Model Analysis, EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2107–2119. https://doi.org/10.29333/ejmste/86467
Taylor, J. M. (2015). Psychometric analysis of the ten-item perceived stress scale. Psychological assessment, 27(1), 90–101. https//doi.org/10.1037/a0038100
Toto, G. A., & Limone, P. (2020). New Perspectives for Using the Model of the Use and Acceptance of Technology in Smart Teaching. In L.S. Agrati, D. Burgos, P. Ducange, P. Limone, L. Perla, P. Picerno, P. Raviolo, and C. M. Stracke (Eds.), Bridges and Mediation in Higher Distance Education. HELMeTO 2020. Communications in Computer and Information Science, 1344. Springer. https://doi.org/10.1007/978-3-030-67435-9_9
Toto, G. A., & Limone, P. (2021). From Resistance to Digital Technologies in the Context of the Reaction to Dis-tance Learning in the School Context during COVID-19. Education Sciences, 11(4), 163. https://doi.org/10.3390/educsci11040163
Trebisacce, G. (2012). Dal razionalismo critico al problematicismo pedagogico: considerazioni e spunti di ricerca. Studi Sulla Formazione/Open Journal of Education, 15(2), 93–101. https://doi.org/10.13128/Studi_Formaz-12041
Tsitsia, B. Y. (2020). Assessing Teacher-Trainees’ Perceptions Regarding the Online teaching-learning mode of the Agricultural Science Course. International Journal of Educational Research Open, 8, 111–124. https://doi.org/10.1016/j.ijedro.2020.100012
Wu, J. Y., & Nian, M. W. (2021). The dynamics of an online learning community in a hybrid statistics classroom over time: Implications for the question-oriented problem-solving course design with the social network analysis approach. Computers & Education, 166, 104120. https://doi.org/10.1016/j.compedu.2020.104120
How to Cite
Copyright (c) 2022 Giusi Antonia Toto, Pierpaolo Limone
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.