Sessione n.4

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Chair: Roberto Trinchero

Discussant: Cinzia Angelini, Angela Piu

Modalità: a distanza

Aula: –

Link per partecipazione a distanza: Clicca qui per accedere alla sessione

Indice degli interventi:

  1. University teaching as a laboratory for active education
    La didattica universitaria come laboratorio per un’educazione attiva
    Arianna Giuliani

    In a complex historical period, educational research must continue to reflect on strategies and tools that can be effective in promoting active education, a solid basis for an aware citizenship. The paper examines a research conducted at Roma Tre University. The main objective was to investigate how university can be a strategic context to increase students’ individual and social awareness. The results confirm the possibility, through a flexible use of formative feedback during individual and small group activities, to favor an active approach to learning and the growth of students’ sense of responsibility in study and with peers.

  2. Development of global competence and primary school teachers initial education: an international research experience
    Sviluppo delle competenze globali e formazione iniziale degli insegnanti di scuola primaria: un’esperienza di ricerca a livello internazionale
    Davide Capperucci

    Globally competent teachers are essential for preparing children to be citizens of a rapidly changing and interconnected world. Global citizens communicate and build relationships within and across communities around the world. In these intercultural interactions, they learn to communicate effectively, think critically and act conscientiously to address issues of equity worldwide. This chapter chronicles how teacher education faculty in Italy and the United States pivoted an established intercultural teacher education abroad partnership to a virtual exchange in the Fall 2020. The authors will share their task design that supported the pre-service teachers learning and their preparation as globally competent teachers.

  3. Digital education and use of devices during the lockdown and one year after: a study on preschool and school age children
    Didattica digitale e utilizzo di device durante il lockdown e un anno dopo: uno studio sui bambini in età prescolare e scolare
    Ferri, Paolo; Mantovani, Susanna; Bove, Chiara: Manzoni Paola; Cavalli, Nicola; Picca, Marina

    This article reports and discusses some of the effects of the COVID-19 lockdown on pre- and school-aged children in Lombardy (the region with the highest burden of COVID-19 in Italy) with regard to behaviors and daily life, with particular attention to distance learning, the use of digital devices both with regard to digital life outside of school and in relation to LEAD, DAD, DDI as well as noting variations about DAD assessment between lockdown and one year later.

  4. Rethinking accountability. For a culture of holistic quality assessment
    Ripensare l’accountability. Per una cultura della valutazione della qualità olistica
    Giulia Pastori; Valentina Pagani

    The present paper reflects on the role that educational research can play in presenting the New Education as a valuable political, cultural and pedagogical choice. Specifically, in order to contribute to its concrete implementation and dissemination, educational research is called to challenge and reimagine the current accountability system, and to offer evidence to support the effectiveness of an active school, also investing in quantitative and mixed-methods studies.

  5. The Schooling for the digital citizenship of the future: ex-post evaluation for teacher education and training
    La scuola per la cittadinanza digitale del futuro: valutazione ex-post per la formazione degli insegnanti
    Francesco Maria Melchiori; Luigi Piceci; Anna Maria Mariani

    This proposal is built as an ex-post evaluation of a research designed connecting two different but complementary phases: a fist stage that addressed both the development of a measurement tool and the specific training methods regarding digital citizenship skills for teachers (already working or on still training, n=351); a second stage focused on a pilot study where the training protocol was administered to a small sample of voluntary participants (n=40). Evidence and results of both phases (i.e. validity and reliability of the measurement tool and effect of the protocol) will be addressed following the evaluation research methodology.

  6. School, community, processes of re-oralization of popular narratives
    Scuola, comunità, processi di ri-oralizzazione delle narrazioni popolari
    Salvatore Colazzo

    This contribution deals with the re-oralization of the heritage of folk tales. The traditional world has given us a narrative repertoire collected – through the work of far-sighted scholars – in written collections, which, precisely because they have frozen in writing something that was alive and palpitating, appear inert and, all in all, outdated. Today, that vast repertoire of stories must certainly be known as a testimony to the way traditional societies function, but it must also become the element on which to build creative expressions that, while placing themselves in continuity, reinterpret tradition and make it ‘usable’ in the present day, a testimony of identity and a platform for intercultural dialogue.

  7. The relevance of Celestin Freinet in Italian schools: a case study
    L’attualità di Celestin Freinet nella scuola italiana: uno studio di caso
    Maltoni Angela; Antonella Lotti; Alessio Surian

    This contribution dwells on the pillars of Celestin Freinet’s pedagogy and describes a well-established experience carried out by a Ligurian teacher who is inspired by Freinet and applies his techniques in a faithful and deeply contemporary way, without ever losing sight of the recognition and appreciation of the heterogeneity of the pupils in the class group; collaboration between pupils; the school library (as an alternative to the textbook); valuing the work done in class, in a relationship of mutual collaboration between pupils and teacher; the concreteness of the content addressed, intercepting pupils’ desires and their life experiences.

  8. For a new education we need (also) a new assessment
    Per un’educazione nuova ci vuole (anche) una valutazione nuova
    Lisimberti Cristina, Montalbetti Katia

    New Education places the student at the center of the school and of his education: these principles are today considered fundamental in any educational field. Anyway moving from theory to practice is not so simple in particular regarding assessment affair. Usually teachers manage the assessment process while students are rarely asked to play an active role. The paper deals with some research-action experiences that have involved different student targets and training contexts (school and university) with the common aim to enhance students’ involvement practically in the assessment processes. A teachers and researchers jointly reflection on these experience can enrich the scientific debate also for identifying new paths for training.

  9. Using assessment to increase the quality of educational interventions with pupils with special needs: self-perceived assessment skills and perception of disability
    Usare la valutazione per accrescere la qualità degli interventi didattici con allievi con bisogni speciali: competenze valutative auto-percepite e percezione della disabilità
    Antonella Nuzzaci; Anna Murdaca; Marineella Muscarà

    Meeting the needs of students with intellectual disabilities requires the use of evidence-based instructional practices, but also high-level evaluative skills. Assessment can be viewed as a powerful tool for improving classroom instruction and the achievement of students with special needs. However, its effectiveness depends on the beliefs and skills of those who apply it daily in classrooms. This research aimed to investigate whether teachers who perceive themselves as competent in assessment and evaluation perceive themselves as more capable of meeting the needs of learners with special needs.

  10. Arcipelago Educativo Estate: Assessment of an Educational Project Facing Summer Loss
    Arcipelago Educativo Estate: Valutazione Di Un Progetto di Contrasto al Summer Loss
    Franco Passalacqua

    This contribution, through the presentation of the results of the assessment process of the project “Arcipelago Educativo Estate” promoted by Save the Children and intended to provide a summer educational program to about 500 kids from 11 educational centers distributed across Italy, aims to outline the role of cooperation between school and educational agencies in connection with the founding principles of the Ligue Internationale de l’Éducation Nouvelle. Data was collected by way of questionnaires, interviews and focus groups. The discussion of the results draws attention to a need for continued development of professional partnership between teachers and educators.

  11. From the New Schools to the renewal of the School. In search of the principles of the Ligue International pour l’Education Nouvelle in the programmatic documents of primary school in Italy
    Dalle Scuole Nuove al rinnovamento della scuola. Alla ricerca dei principi della Ligue International pour l’Education Nouvelle nei documenti programmatici della scuola primaria in Italia
    Silvia Fioretti

    The contribution intends to investigate the reception of the principles formulated by the Ligue international pour l’éducation nouvelle within the context of Italian education through the analysis of programmatic documents of primary school in Italy. The critical analysis will be conducted, in particular, on the official ‘Programs’ and ‘Indications’, from 1955 to today, of the primary school to identify the meanings and interpretations of the principles of the Ligue and to observe and detect the introduction and the transposition of the same in the Italian school.