IL DOCENTE RICERCATORE: UNA PROPOSTA PER RIFLETTERE SULL'AGIRE DIDATTICO

Elena Mosa, Silvia Panzavolta, Francesca Storai

Abstract


Within the University course ‘Multimedia research methods’ addressing CPD for teachers, trainees were asked to record their typical lesson and to analyze it according to a specific protocol, called Evident, encompassing several tools. The theoretical frameworks inspiring this action-research approach are the School Effectiveness Approach by B. Creemers and L. Kyriakides, ‘Visible Learning’ by Hattie and the Lesson Study practice, mainly used in Asian countries. After analyzing their videos, teachers would visualize their positioning in a radar diagram helping them to understand what factors should be improved in order to carry out an effective lesson. Furthermore, teachers were asked to peer review the work of one other colleagues. This resulted in a very powerful exercise to improve and better plan an effective classroom lesson. The paper provides a detailed description of the methodology employed, the corresponding tools and the analysis of the main results coming from the pilot.

 

Nell’ambito del corso ‘Metodi di ricerca in ambiente multimediale’, indirizzato a docenti in servizio, è stato chiesto ai corsisti di videoregistrare una tipica lezione e analizzarla sulla base di uno specifico protocollo, denominato Evident, che comprende diversi strumenti. I framework teorici che hanno ispirato questo lavoro di ricerca-azione sono il lavoro di B. Creemers and L. Kyriakides relativo al filone dello School Improvement, quello di Hattie sul “Visible Learning” e la pratica del Lesson Study, particolarmente diffusa nel mondo orientale. Dopo aver analizzato il video con la specifica Scheda di Autoanalisi, il docente attraverso il Radar aveva una rappresentazione visiva dei propri punti di debolezza e di forza in base ai fattori di efficacia di una lezione. Era previsto anche un ulteriore lavoro di peer-review a coppie. Le attività sono state vissute come altamente professionalizzanti e utili per migliorare la propria performance. Protocollo e risultati della sperimentazione sono descritti nell’articolo.

 

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Keywords


evidence-based education; school improvement; video-analysis; teacher professional development \ miglioramento scolastico; video-osservazione; formazione in servizio dei docenti

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DOI: http://dx.doi.org/10.46827/ejes.v0i0.525

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