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

Autori

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

Parole chiave:

modello pedagogico, visione professionale, Problematicismo, didattica, insegnanti

Abstract

La visione professionale dell'educatore odierno ha bisogno di un forte ancoraggio a modelli pedagogici accreditati. L'attivismo di Dewey ha già proposto un metodo di educazione basato sulla conoscenza della realtà contestuale attraverso la mediazione della tecnologia; questo modello si concretizza nella pratica didattica del laboratorio come naturale evoluzione del pragmatismo. Lo scopo di questo contributo è di associare questi due modelli teorici fondamentali nel panorama degli studi pedagogici alla riflessione sulla professionalità dell'educatore e di fornire proposte didattiche operative supportate da evidenze. In particolare, è stata effettuata un’indagine con insegnanti di scuola di ogni ordine e grado, al fine di valutare l’impatto che la didattica online ha sullo stress e sulla motivazione degli insegnanti. La metodologia utilizzata è stata una ricerca di tipo correlazionale e l’indagine è stata condotta attraverso la somministrazione di tre diverse scale (Online teaching learning, Perceived stress scale, The teacher motivation scale) ad un campione totale di 1400 docenti.

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Dalla teoria del Problematicismo Pedagogico alle applicazioni didattiche contemporanee: il caso delle esperienze di real learning nella formazione degli insegnanti

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