Metamorphosis of Space into Digital Scholarship. A Research on Hybrid Mediation in a University Context

Perla, Loredana; Scarinci, Alessia; Amati, Ilenia

doi:10.1007/978-3-030-67435-9_18

Cited by 8 publications

(8 citation statements)

References 7 publications

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“…As noted by Perla et al (2021), the pandemic compelled teachers to redesign their teaching approach, acknowledging the fact that technologies are no longer mere tools for knowledge transmission. Teaching is now seen as a mediated action with high potential for hybridisation.…”

Section: Digital Transformation and Teacher Education In The Post-cov...mentioning

confidence: 99%

“…The spiral cycle of reflection (Hammond, 2010) Perla et al (2021 underscore the pandemic's profound impact on teaching methodologies, necessitating a fundamental redesign. They argue that technology is no longer merely a tool for knowledge transmission, but rather a pivotal element in redefining teaching as a highly hybridised and mediated action.…”

Section: Figurementioning

confidence: 99%

“…The Covid-19 emergency compelled teachers to redefine and redesign their teaching approach, requiring significant infrastructural and instrumental adjustments, as well as cultural changes (Estermann, 2020;Perla et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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The Italian Way to the Europeanisation of Teacher Education: An Analysis of Reforms and the Ongoing Experience of Digital Transformation

Perla,

Vinci,

Agrati

2024

CEPSj

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The Covid-19 emergency compelled teachers to reshape their teaching approach. Teachers were able to better recognise technologies as a means of interaction and digital transformation as a driver for professional growth. The present paper addresses the Europeanisation of teacher education and professionalisation. This process, which recognises the specific histories and political cultures of national training systems while offering common categories of analysis, nowadays welcomes the challenge of the general digital transition. The aim of the paper is to focus on how the process of Europeanisation of teacher education in Italy is taking place. Two paths are proposed. The first is the presentation of a documentary review study of the latest ministerial reforms that interpret the European recommendations. The second is a description of the DidaSco continuous professional development programme at the University of Bari, which implements European recommendations and national directives through appropriate technological innovations, which have been made even more available since the pandemic. What emerges is the representation of a possible ‘Italian way’ to the Europeanisation of teacher training, as is being achieved through the opportunities of digital transformation.

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Section: Digital Transformation and Teacher Education In The Post-cov...mentioning

confidence: 99%

Section: Figurementioning

confidence: 99%

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The Italian Way to the Europeanisation of Teacher Education: An Analysis of Reforms and the Ongoing Experience of Digital Transformation

Perla,

Vinci,

Agrati

2024

CEPSj

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“…La 'profilazione' delle competenze di tre faculty developers permette di 'immaginare' una declinazione della loro azione di qualificazione della didattica centrando tre diversi target-group di soggetti: a) neoassunti, nei quali sviluppare competenze fondative per l'agire didattico (progettazione, valutazione e documentazione dei processi formativi); b) docenti con esperienza, da coinvolgere attraverso il co-teaching (Cordie et al 2020) e il dispositivo formativo 'Didasco' (Perla 2019); c) docenti con esperienza con esigenze di 'manutenzione' del proprio sviluppo professionale. Il modello curricolare dell'Università degli Studi di Bari Aldo Moro si presenta a 'cascata' (Perla, Vinci, e Scarinci 2021a, 2021b e prevede cinque moduli (vedi Tabella 3). Le metodologie di formazione sono immersive e prevedono l'utilizzo dei cosiddetti 'artefatti' -strumenti materiali e simbolici per la mediazione dell'apprendimento professionale -che Orland-Barak e Maskit (2017) hanno classificato in tre macro-categorie: 1) comunicativi: storie, immagini, casi, video, simulazioni, portfolio, lesson-studies, ricerca-azione; 2) funzionali alla generazione di pratiche, ad esempio lo storytelling o il video-recording, l'analisi della pratica, l'osservazione o la documentazione dell'esperienza o, ancora, i dispositivi di comunicazione mediatizzati (tecnologie educative); 3) che favoriscono la relazione.…”

Section: Il Faculty Developer: Cardine Del Modello DI Formazione Al '...unclassified

Il faculty developer per la formazione del docente universitario. Questioni aperte e prospettive di didattica avanzata

Perla

2022

Educazione Degli Adulti: Politiche, Percorsi, Prospettive

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The recent Recommendations of the Ministers of the European Higher Education Area (BFUG, 2020) have highlighted how the qualification processes of university teaching are closely related to didactic approaches student’s-centered. To facilitate change actions, institutions identify mediation figures within the university with the function of managing Faculty Development actions and programs. The chapter outlines the role of the faculty developer and considers him an educational "agent of change". Faculty developers can create a network for the professional and organizational development of a university, favoring the construction of communities of practice and multi-transdisciplinary connections.

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“…Through more sophisticated technologies-e.g., platforms for visualization and sharing the materials [12]-it was possible to recreate experience-based activities, which have always been carried out in person, in online mode. However, to encourage the exchange and fruitful collaboration between professors, experts and students, it was, however, necessary to ensure access to devices, to reorganize the curriculum both at the instructional and learning levels, in a hybrid [13] and augmented [14] sense, as well as to rethink communication and teaching-learning practices [15,16].…”

Section: Introduction-necessity and Challenges In The Online Practicummentioning

confidence: 99%

Online Practicum Effectiveness: Investigation on Tutors’ and Student-Teachers’ Perceptions Pre/Post-Pandemic

Perla,

Agrati

2023

Education Sciences

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The practicum is an essential activity for initial teacher training courses as it ensures the immersion in real contexts and sharing practice with experts. The early experiments on online practicums occurred thanks to the development of technologies and in view of overcoming unbridgeable distances. In the COVID-19 pandemic phase, online practicum experiences are carried out and studies have investigated their effects in general and on the student-teachers involved. This work presents the first results of an investigation on the perceptions of effectiveness of 578 student-teachers and 33 tutors regarding the online practicum carried out at the ‘Primary Education Sciences’ bachelor’s degree at the University of Bari and Bergamo. Quantitative and qualitative data were collected through a mixed questionnaire and analyzed statistically and through the QDA procedure. The study offers elements to understand the effectiveness of the online practicum from the perspective of student-teachers and tutors, i.e., overcoming spatial distance and greater sharing of experiences and materials. It paints online practicum as a positive post-pandemic reality and offers some useful insights for teacher training course leaders and teacher education scholars.

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Metamorphosis of Space into Digital Scholarship. A Research on Hybrid Mediation in a University Context

Cited by 8 publications

References 7 publications

The Italian Way to the Europeanisation of Teacher Education: An Analysis of Reforms and the Ongoing Experience of Digital Transformation

The Italian Way to the Europeanisation of Teacher Education: An Analysis of Reforms and the Ongoing Experience of Digital Transformation

Il faculty developer per la formazione del docente universitario. Questioni aperte e prospettive di didattica avanzata

Online Practicum Effectiveness: Investigation on Tutors’ and Student-Teachers’ Perceptions Pre/Post-Pandemic

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