From the theory of Pedagogical Problematism to contemporary teaching applications: the case of real learning experiences in teacher training
The professional vision of today’s educator must be strongly anchored in accredited pedagogical models. Dewey’s activism has already proposed a model of education adhering to contextual reality while mediated using technology; this model is embodied in the didactic practice of the workshop, as a nat...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Bologna
2022-10-01
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| Series: | Ricerche di Pedagogia e Didattica |
| Subjects: | |
| Online Access: | https://rpd.unibo.it/article/view/14265 |
| _version_ | 1798028446805262336 |
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| author | Giusi Antonia Toto Pierpaolo Limone |
| author_facet | Giusi Antonia Toto Pierpaolo Limone |
| author_sort | Giusi Antonia Toto |
| collection | DOAJ |
| description | The professional vision of today’s educator must be strongly anchored in accredited pedagogical models. Dewey’s activism has already proposed a model of education adhering to contextual reality while mediated using technology; this model is embodied in the didactic practice of the workshop, as a natural evolution of pragmatism. The purpose of this contribution is to associate the reflection on the professionalism of the educator with these two theoretical models, both fundamental in the panorama of pedagogical studies, and provide evidence-based operational teaching proposals. In particular, a survey was carried out with school teachers of all levels in order to assess the impact of online teaching on the stress and motivation of teachers. The methodology used was correlational research, and the survey was conducted through the administration of three different scales (Online teaching learning, Perceived stress scale, The teacher motivation scale) to a total sample of 1400 teachers. |
| first_indexed | 2024-04-11T19:09:13Z |
| format | Article |
| id | doaj.art-13d04e88dd7a4e9ab92432c04aaad04a |
| institution | Directory Open Access Journal |
| issn | 1970-2221 |
| language | English |
| last_indexed | 2024-04-11T19:09:13Z |
| publishDate | 2022-10-01 |
| publisher | University of Bologna |
| record_format | Article |
| series | Ricerche di Pedagogia e Didattica |
| spelling | doaj.art-13d04e88dd7a4e9ab92432c04aaad04a2022-12-22T04:07:40ZengUniversity of BolognaRicerche di Pedagogia e Didattica1970-22212022-10-01172759410.6092/issn.1970-2221/1426512588From the theory of Pedagogical Problematism to contemporary teaching applications: the case of real learning experiences in teacher trainingGiusi Antonia Toto0Pierpaolo Limone1University of FoggiaUniversity of FoggiaThe professional vision of today’s educator must be strongly anchored in accredited pedagogical models. Dewey’s activism has already proposed a model of education adhering to contextual reality while mediated using technology; this model is embodied in the didactic practice of the workshop, as a natural evolution of pragmatism. The purpose of this contribution is to associate the reflection on the professionalism of the educator with these two theoretical models, both fundamental in the panorama of pedagogical studies, and provide evidence-based operational teaching proposals. In particular, a survey was carried out with school teachers of all levels in order to assess the impact of online teaching on the stress and motivation of teachers. The methodology used was correlational research, and the survey was conducted through the administration of three different scales (Online teaching learning, Perceived stress scale, The teacher motivation scale) to a total sample of 1400 teachers.https://rpd.unibo.it/article/view/14265pedagogical modelprofessional visiondidacticproblematicismteachers |
| spellingShingle | Giusi Antonia Toto Pierpaolo Limone From the theory of Pedagogical Problematism to contemporary teaching applications: the case of real learning experiences in teacher training Ricerche di Pedagogia e Didattica pedagogical model professional vision didactic problematicism teachers |
| title | From the theory of Pedagogical Problematism to contemporary teaching applications: the case of real learning experiences in teacher training |
| title_full | From the theory of Pedagogical Problematism to contemporary teaching applications: the case of real learning experiences in teacher training |
| title_fullStr | From the theory of Pedagogical Problematism to contemporary teaching applications: the case of real learning experiences in teacher training |
| title_full_unstemmed | From the theory of Pedagogical Problematism to contemporary teaching applications: the case of real learning experiences in teacher training |
| title_short | From the theory of Pedagogical Problematism to contemporary teaching applications: the case of real learning experiences in teacher training |
| title_sort | from the theory of pedagogical problematism to contemporary teaching applications the case of real learning experiences in teacher training |
| topic | pedagogical model professional vision didactic problematicism teachers |
| url | https://rpd.unibo.it/article/view/14265 |
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