Evidence Based Education e didattica efficace: come integrare conoscenze metodologiche e tecnologiche nella formazione degli insegnanti

Abstract

The health emergency caused by Covid-19 offers new opportunities to implement possible changes in schools to improve learning-teaching processes beyond the current situation. One of the most significant space concerns the possibility to rethink teacher training by integrating organically methodological and technological dimensions. Traditionally these dimensions have been treated as separated. In this paper the authors intend to bridge this gap by making use of the recent acquisitions of educational research, confirmed in the Evidence Based Education perspective. This research allows identifying fundamental principles of effective teaching working in the physical classroom as well as in the virtual one. In this context, the theory of cognitive load provides a useful connection for a valid didactic approach. The question the authors want to answer is the following: to integrate methodological and technological knowledge and skills adequately, how can a training course for teachers be organized and implemented? If on the one hand, the fundamental principles of effective teaching are the same, on the other the different implications in terms of risks and opportunities offered by the different communicative settings must be considered. Therefore it is necessary to look for a solution that highlights the common fundamental principles as well as the the specific criticalities and the potentialities that arise in the transition from teaching in the physical classroom to teaching in the virtual one.