Led On Line
Presentazione - About us
Novita' - What's new
E-Journals
E-books
Lededizioni Home Page Ricerca - Search
Catalogo - Catalogue
Per contattarci - Contacts
Per gli Autori - For the Authors
Statistiche - Statistics
Cookie Policy
Privacy Policy

Formazione e-learning degli insegnanti e pensiero creativo

Gaetano Domenici, Valeria Biasi, Anna Maria Ciraci

Abstract


E-learning Teacher’s Training and Creative Thinking

This paper deals with the complex theme of assessing teachers’ professional competencies. It illustrates an empirical study conducted in 2012/2013 by Domenici, Biasi and Ciraci, for the Department of Education of «Roma Tre» University. The study involved 287 inservice primary school teachers in the Lazio region who graduated in Education through «Roma Tre» University’s e-learning platform. It aimed to assess whether the distancelearning degree course the teachers had completed had increased their professional skills and in what directions. We used a specific on-line instrument, the CDVR questionnaire, in order to evaluate their teaching and relational competencies. The results show that the above e-learning university courses, conducted through an active didactics based on selfassessment and on innovative strategies for simulation environments, produced an increase in the teacher’s perception of educational and evaluative skills, and in the teacher’s perception of the ability to understand others, together with a greater mental flexibility, which means creativity. These active teaching methods, thanks to new technologies, have promoted the development of attitudes underlying the expert teacher, who is mentally flexible and creative in finding novel solutions to many educational problems. A better understanding of the challenges along with improved communication skills (thanks to better teaching and evaluation strategies and more in-depth psychological knowledge) led to a special effect on the ability to interact and develop a positive attitude in the context of the educational relationship, a functional attitude to enhance the learning process and thus the achievement of the learning outcomes pursued.


Keywords


Creativity, Didactics competencies, Evaluation, Relational competencies, Teacher e-learning training, Competenze didattiche e valutative, Competenze relazionali, Creatività, e-learning, Formazione degli insegnanti, Valutazione

Full Text:

PDF

References


Ajello, A. M. (a cura di). (2002). La competenza. Bologna: il Mulino.

Altet, M. (2010). La relation dialectique entre pratique et théorie dans une formation professionnalisante des enseignants en IUFM: d’une opposition à une nécessaire articulation. Education Sciences & Society, 1(1), 117-141.

Andreani Dentici, O. (2001). Intelligenza e creatività. Roma: Carocci.

Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Cambridge, MA: Addison-Wesley.

Baldacci, M. (2010). Curricolo e competenze. Milano: Mondadori.

Bandura, A. (2000). Autoefficacia. Teoria e applicazioni. Trento: Erickson.

Biasi, V. (2006). Il conflitto psichico. Analisi fenomenologiche e verifiche sperimentali. Roma: Monolite.

Biasi, V., & Bonaiuto, P. (2004). Dynamics of creativity performances under short term stress (or comfort) conditions. In J. P. Fròis, P. Andrade, & J. F. Marques (Eds.), Art and science (pp. 411-415). Proceedings of the XVIII Congress of the International Association of Empirical Aesthetics. Lisbon: IAEA.

Biasi, V., & Bonaiuto, P. (2007). Effetti dello stress sperimentale su creatività e percezione fisionomica. In A. Fusco & R. Tomassoni (a cura di), I processi creativi artistici e letterari (pp. 80-111). Milano: FrancoAngeli.

Biasi, V., & Bonaiuto, P. (2011). Creative processes and poetry production. The contribution of experimental psychology. In A. Fusco & R. Tomassoni (a cura di), Analogie e diversità tra cultura scandinava e cultura italiana (pp. 81-112). Atti del Convegno Internazionale, Cassino, 9-12 Maggio. Roma: Teseo.

Biasi, V., Chiappetta Cajola, L., & Bonaiuto, P. (2010). Valutare la formazione degli schemi mentali nei disturbi dell’apprendimento / Evaluating the formation of mental schemata in learning disorders. Journal of Educational, Cultural and Psychological Studies, 2(1), 117-138.

Bonaiuto, P., Biasi, V., Giannini, A. M., Bonaiuto, M., & Bartoli, G. (1992). Stress, comfort and self-appraisal: A panoramic investigation of the dynamics of cognitive processes. In D. G. Forgays, T. Sosnowski, & K. Wrzesniewski (Eds.), Anxiety: Recent developments in cognitive, psychophysiologycal and health research (pp. 75-107). Washington: Hemisphere.

Bonaiuto, P., Giannini, A. M., & Biasi, V. (2003). Perception theories and the environmental experience. In M. Bonnes, T. Lee, & M. Bonaiuto (Eds.), Psychological theories for enviromental issues (pp. 95-136). Aldershot: Ashgate.

Calvani, A. (2000). L’impatto dei nuovi media nella scuola; verso una saggezza tecnologica. Convegno Nazionale FIDAE, Roma. http://www.scform.unifi.it/lte.

Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: Falmer Press.

Cesa-Bianchi, M., & Antonietti, A. (2003). Creatività nella vita e nella scuola. Milano: Mondatori.

Ciraci, A. M. (2008). E-learning ed equità. Didattica online e nuove opportunità formative. Roma: Anicia.

Ciraci, A. M. (2009). La formazione universitaria a distanza degli insegnanti: ruolo dell’autovalutazione e ricadute delle competenze acquisite sull’attività professionale. In G. Domenici (a cura di), Valutazione a autovalutazione per la qualificazione dei processi formativi e-learning (pp. 93-112). Lecce: Pensa MultiMedia.

Ciraci, A. M. (2013). La sfida delle competenze per una scuola inclusiva. In L. Chiappetta Cajola & A. M. Ciraci, Didattica inclusiva. Quali competenze per gli insegnanti? Parte seconda (pp. 125-218). Roma: Armando.

Ciraci, A. M. (2014). La formazione universitaria degli insegnanti «in servizio»: modalità didattiche e ricadute professionali. L’esperienza dell’Università Roma Tre. MeTis, 4(1). http://metis.progedit.com/.

Ciraci, A. M., & Capogna, S. (2005). Certificazione delle competenze e strategie didattiche. Opportunità formative per l’equità sociale. Roma: Monolite.

Clarke, B., & Chambers, P. (Eds.). (2005). Reflective practices: Mechanisms for learning. Worcester, UK: College Worcester.

Commissione Europea (2007). Comunicazione della Commissione al Parlamento europeo e al Consiglio. Improving the Quality of Teacher Education. COM (2007) 392, Bruxelles, 3 August. http://ec.europa.eu/education/com392_en.pdf.

Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins.

Darling-Hammond, L. et al. (2005). Does teacher preparation matter? Evidence about teacher certification, teach for America, and teacher effectiveness. Education Policy Analysis. Archives, 13(42) 16-20.

Deci, E. L., & Moller, A. C. (2007). The concept of competence. In J. Elliot & C. S. Dweck (Eds.). Handbook of motivation and competence (pp. 579-597). New York: Guilford.

Demetrio, D. (1991). Tornare a crescere. L’età adulta tra persistenze e cambiamenti. Milano: Guerini e Associati.

Dewey, J. (1933). How we think. Boston: Heath.

Domenici, G. (1991). Gli strumenti della valutazione. Napoli: Tecnodid.

Domenici, G. (a cura di). (2000). La valutazione come risorsa. Napoli: Tecnodid.

Domenici, G. (2001). Manuale della valutazione scolastica. Bari - Roma: Laterza.

Domenici, G. (a cura di). (2005). Le prove semistrutturate di verifica degli apprendimenti. Torino: Utet.

Domenici, G. (a cura di). (2009a). La valutazione come risorsa. Napoli: Tecnodid.

Domenici, G. (a cura di). (2009b). Valutazione e autovalutazione per la qualificazione dei processi formativi e-learning. Lecce: Pensa MultiMedia.

Domenici, G., Biasi, V., & Ciraci, A. M. (2014). Evaluation of teaching and relational competencies for a flexible integrated didactic strategy: The CDVR Questionnaire. In Memorias (pp. 3011-3020). 9th International Congress of higher education University 2014, Havana, 10-14 February. Havana: UNIVERSIDAD 2014.

Domenici, G., Margottini, M., & Cajola, L. (2006). Competenze informatiche pregresse e carriera universitaria degli studenti del CdL in Scienze dell’Educazione – FAD dell’Università Roma Tre. In G. Domenici (a cura di), La ricerca didattica per la formazione degli insegnanti (pp. 205-220). Atti del V Congresso

Scientifico SIRD. Roma: Monolite.

Eysenck, H. J. (1993). Creativity and personality: Suggestions for a theory. Psychological Inquiry, 4, 147-178.

Falat, M. (2000). Creativity as a predictor of «good» coping? Studia Psychologica, 42(4), 317-324.

Furlong, J., Barton, L., Miles, S., Whiting, C., & Whitty, G. (2000). Teacher education in transition. Re-forming professionalism? Buckimgham: Open University Press.

Galliani, L. (2004). La scuola in rete. Roma - Bari, Laterza.

Garroni, E. (2010). Creatività. Macerata: Quodlibet.

Ghaye, A., & Ghaye, K. (1998). Teaching and learning through critical reflective practice. London: David Fulton.

Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.

Hinton, B. L. (1971). Personality factors and resistance to the effects of frustrations on creative problem-solving performance. Journal of Creative Behavior, 5(4), 267-269.

Kohler, W. (1925). The mentality of apes. New York: Harcourt - Brace (trad. it., Firenze: Universitaria, 1958).

Korthagen, F. A. (Ed.). (2001). Linking practice and learning. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Krampen, G. (1997). Promotion of creativity (divergent productions) and convergent productions by systematic relaxation exercises: Empirical evidence from five experimental studies with children, young adults and elderly. European

Journal of Personality, 11, 83-99.

Le Boterf, G. (2000). Construire les compétences individuelles et collectives. Paris: Éditions d’Organisation.

Legrenzi, P. (2005). Creatività e innovazione. Bologna: il Mulino.

Leith, G. (1972). The relationships between intelligence, personality and creativity under two conditions of stress. British Journal of Educational Psychology, 42(3), 240-247.

Maccario, D. (2006). Insegnare per competenze. Torino: SEI.

Margottini, M. (2009). Rilevazione e analisi delle competenze digitali nella formazione on line. In G. Domenici & R. Semeraro (a cura di), Le nuove sfide della ricerca didattica tra saperi, comunità sociali e culture (pp. 335-344). Atti del VI Congresso Scientifico SIRD. Roma: Monolite.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

Mortari, L. (2003). Apprendere dall’esperienza. Il pensare riflessivo nella formazione. Roma: Carocci.

OECD - CERI (1994). Quality in teaching. Paris: OECD. http://www.oecd.org/.

OECD - CERI (1998). Making the curriculum work. Paris: OECD. http://www.oecd.org/.

OECD (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD. http://www.oecd.org/.

OECD (2009). Creating effective teaching and learning environments. First results from TALIS. Paris: OECD. http://www.oecd.org/.

OECD (2014). TALIS 2013 results: An international perspective on teaching and learning. Paris: OECD. http://dx.doi.org/10.1787/9789264196261-en.

Parker, S. (1997). Reflective teaching in a post-modern world. Buckingham: Open University Press.

Pellerey, M. (1996). Questionario sulle strategie d’apprendimento. Roma: LAS.

Pellerey, M. (2010). Ripensare le competenze. Napoli: Tecnodid.

Pellerey, M. (2011). Competenza. Education Science & Society, 1, 173-179.

Perrenoud, Ph. (1996). Enseigner: agir dans l’urgence, décider dans l’incertitude. Paris: ESF.

Perrenoud, Ph. (1998). Construire des compétences dès l’école. Paris: ESF.

Perrenoud, Ph. (2001). Développer la pratique réflexive dans le métier d’enseignant. Professionnalisation et raison pédagogique. Paris: ESF.

Perrenoud, Ph. (2002). Dieci nuove competenze per insegnare. Invito al viaggio. Roma: Anicia.

Piaget, J. (1974). Réussir et comprendre. Paris: PUF.

PRIN – Programmi di ricerca di interesse nazionale (2010/2011). Bando anno 2010/2011. Area 11: Successo formativo, inclusione e coesione sociale: strategie

innovative, ICT e modelli valutativi. Coordinatore scientifico nazionale G. Domenici (http://prin.cineca.it) dell’Università «Roma Tre».

Rey, B., Carette, V., Defrance, A., & Kahn, S. (2003). Les compétences à l’école. Bruxelles: De Boeck.

Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458.

Runco, M. A., & Albert, R. I. (Eds.). (1990). Theories of Creativity. Newbury Park, CA: Sage.

Runco, M. A., & Richards, R. (1997). Eminent creativity, everyday creativity, and health. Greenwich, CT: Ablex.

Schön, D. A. (1983). The reflexive practitioner. New York: Basic Books.

Shaheen, R. (2010). Creativity and education. Creative Education, 1(3), 166-169.

Simonton, D. K. (1997). Genius and creativity. Selected papers. Greenwich, CT: Ablex.

Sternberg, R. J. (Ed.). (1999). Handbook of creativity. New York: Cambridge University Press.

Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In Sternberg, 1999 (pp. 3-16).

Torrance, E. P. (1966). Torrance test of creative thinking. Directions manual and scoring guide. Lexington: Personnel Press.

Van Manen, M. (1993). The tact of teaching: The meaning of pedagogical thoughtfulness. Ann Arbor, MI: The Althouse Press.

Weiner, B. (1972). Theory of motivation: From mechanism to cognition. Chicago: Rand-McNally.

Zeichner, K. M., & Liston, D. (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.




DOI: https://doi.org/10.7358/ecps-2014-010-dome



 


Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University


Executive Editor: Gaetano Domenici - Managing  Editor: Valeria Biasci
Editorial Board: Giuditta Alessandrini - Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi