LIBRI DI IRA VANNINI

Gli autori rivisitano il volume di Ira Vannini La qualità nella didattica (2009) e ripercorrono il dibattito sul curricolo e la progettazione cercando di approfondirne criticamente gli sviluppi dell’ultimo decennio e fornendo un supporto sia teorico sia metodologico all’insegnante “in formazione” che voglia riflettere-praticare e riflettere sull’intenzionalità delle sue azioni educative e didattiche, sulla valutazione formativa dei processi di insegnamento-apprendimento messi in atto e sul supporto che le tecnologie possono offrire in questo campo.

Garantire a tutti pari e significative opportunità di apprendimento si può ancora configurare come una delle priorità del nostro sistema scolastico contemporaneo. La didattica e i processi di insegnamento-apprendimento rappresentano le variabili-chiave su cui indirizzare l’attenzione degli studi in ambito pedagogico: il volume presenta un’indagine che ha permesso di riflettere su quali siano le variabili maggiormente collegate a convinzioni di insegnamento democratico dei futuri maestri di scuola dell’infanzia e scuola primaria.

The article aims to highlight how the knowledge of university students’ characteristics is a key-point for planning innovative teaching. The Bologna University Project refers to a Formative Educational Evaluation model, which is focused on higher education teaching skills and aims to have an impact on teaching and learning processes’ multiple levels and dimensions, in a diachronic perspective. The application of the model to different academic contexts of the University of Bologna was carried on by two evaluation research pilot studies with "Nursing" and "Economics and Finance" (CLEF) Degree teachers. This model includes evaluation actions specifically oriented in the formative sense (analysis and progressive re-planning of teaching actions supported by ad hoc higher education teachers training interventions) in order to promote teachers' capacity for reflection, self-analysis of their teaching practices and specific training actions based on innovative methodologies

Il presente volume delinea le esperienze di tirocinio elaborate da numerosi Corsi di laurea di Formazione per la formazione degli insegnanti sorti in seguito al D.M. 249/2010 istitutivo del Corso di laurea magistrale a ciclo unico in Scienze della Formazione primaria. I singoli saggi sviluppano in maniera più estesa ed articolata i contributi esposti nel Convegno internazionale ‘Insegnanti si diventa’ organizzato dal Dipartimento di Scienze dell’Educazione “G. M. Bertin” di Bologna l’1-2 ottobre 2015.

This article presents the results of a first validation of the PraDISI teaching practices observational tool, developed for Italian kindergarten teachers. From a methodological point of view, the PraDISI aims at evaluating the educational practices devoted to support children competences development and, at the same time, it aims at promoting teachers’ professional development. According to the DAP’s studies (Developmentally Appropriate Practice), the PraDISI highlights the importance of carefully designed educational practices to respond to the developmental needs of children aged from three to six years old. It also provides teachers with an opportunity to monitor these practices at different levels, both in terms of self-evaluation and as external evaluation (peer-evaluation or with external observers), in order to enhance the quality of learning environments. In a formative assessment perspective, the PraDISI can also promote analysis and interpretation processes, collective reflections among teachers and teachers’ professional development. In the article, the first results of PraDISI Scale validation, carried out on a sample of 42 kindergarten teachers of the Municipality of Bologna (Italy), are discussed, with a specific focus on its possible improvements.