The DidaSco Project: a training program for the teachers' professional development

• Loredana Perla ^[1] ; Viviana Vinci ^[1] ; Laura Sara Agrati ^[1]
  1. [1] University of Bari
• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 921-930
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Continuing professional development is the perspective from which policy makers promote the quality of teaching today. The development of teachers’ professional identity requires different approaches and models of teacher’ training: self-awareness, reflection on/in action, devices for improvement of different kinds of professional skills (disciplinary skills; pedagogical and transversal skills; soft skills; organizational and management skills etc.).

    In the last few years the Italian National Plan of Teachers Training (PNF) had to deal with continuing professional development providing a univocal governance model and standards of teachers’ training quality.

    The paper describes the pedagogical model, methodologies (of organization) and specific devices of DidaSco Project, a Continuing professional development teachers’ training program developed at the University of Bari.

    DidaSco Project is based on a collaborative approach that arises from the importance of a partnership between researchers and teachers and it is carried out with regard to PNF: the course catalogue is linked to the PNF teacher’s training priorities; the structure of each course holds together theoretical knowledge, documentation and action research; the ‘prototype’ device is testedinto/inside teaching practice at school.

    As an example of ‘multi-level’ training program, the rationale of DidaSco Project could be a specific object of continuing professional development studies.