Valutare il cambiamento di competenze e atteggiamento professionale a seguito del corso di formazione iniziale per insegnanti di sostegno
Attitudes and expectations are key factors to consider in teacher training in general and specialist support teachers in particular. The research conducted at the Unicamillus University of Rome, of which some of the procedural results achieved are presented here, highlights the importance of the rol...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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LED Edizioni Universitarie
2022-12-01
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| Series: | Journal of Educational, Cultural and Psychological Studies |
| Subjects: | |
| Online Access: | https://www.ledonline.it/index.php/ECPS-Journal/article/view/3224 |
| _version_ | 1797976130945286144 |
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| author | Gaetano Domenici Valeria Biasi Federica Wolf Conny De Vincenzo |
| author_facet | Gaetano Domenici Valeria Biasi Federica Wolf Conny De Vincenzo |
| author_sort | Gaetano Domenici |
| collection | DOAJ |
| description | Attitudes and expectations are key factors to consider in teacher training in general and specialist support teachers in particular. The research conducted at the Unicamillus University of Rome, of which some of the procedural results achieved are presented here, highlights the importance of the role that the levels of perceived self-efficacy play in promoting the learning of trainee teachers. This contribution illustrates, in particular, the procedure and the results of a survey conducted on the participants of a specialization course for support with the aim of detecting the attitudes and expectations of teachers before and after the training experience. In this regard, at the beginning and at the end of the course, teachers were given online questionnaires prepared ad hoc for the collection of socio-demographic information and their opinions on the training course; on both occasions, the teachers responded to the Teacher Self-Effectiveness Scale to assess the impact of the training received. The contribution that specific teaching and organizational methods – such as lessons, workshops, internships – have made in ensuring the qualification of the training course was also analyzed. The results showed a significant increase in the perception of self-efficacy at the end of the training, in particular in self-efficacy in involving students, in self-efficacy in teaching strategies and in self-efficacy in classroom management. Furthermore, the teachers were satisfied with the training received and considered the activities proposed during the course to be useful. Investigations of this type can contribute to a better characterization of training courses for support. |
| first_indexed | 2024-04-11T04:46:28Z |
| format | Article |
| id | doaj.art-4335e8f9aa3b45659f072db519671eaa |
| institution | Directory Open Access Journal |
| issn | 2037-7932 2037-7924 |
| language | English |
| last_indexed | 2024-04-11T04:46:28Z |
| publishDate | 2022-12-01 |
| publisher | LED Edizioni Universitarie |
| record_format | Article |
| series | Journal of Educational, Cultural and Psychological Studies |
| spelling | doaj.art-4335e8f9aa3b45659f072db519671eaa2022-12-27T10:19:37ZengLED Edizioni UniversitarieJournal of Educational, Cultural and Psychological Studies2037-79322037-79242022-12-0102623324810.7358/ecps-2022-026-dome1647Valutare il cambiamento di competenze e atteggiamento professionale a seguito del corso di formazione iniziale per insegnanti di sostegnoGaetano Domenici0Valeria Biasi1Federica Wolf2Conny De Vincenzo3Unicamillus - International University of Health SciencesUniversità Roma Tre, Dipartimento di Scienze della FormazioneUnicamillus - International University of Health SciencesUniversità Roma Tre, Dipartimento di Scienze della FormazioneAttitudes and expectations are key factors to consider in teacher training in general and specialist support teachers in particular. The research conducted at the Unicamillus University of Rome, of which some of the procedural results achieved are presented here, highlights the importance of the role that the levels of perceived self-efficacy play in promoting the learning of trainee teachers. This contribution illustrates, in particular, the procedure and the results of a survey conducted on the participants of a specialization course for support with the aim of detecting the attitudes and expectations of teachers before and after the training experience. In this regard, at the beginning and at the end of the course, teachers were given online questionnaires prepared ad hoc for the collection of socio-demographic information and their opinions on the training course; on both occasions, the teachers responded to the Teacher Self-Effectiveness Scale to assess the impact of the training received. The contribution that specific teaching and organizational methods – such as lessons, workshops, internships – have made in ensuring the qualification of the training course was also analyzed. The results showed a significant increase in the perception of self-efficacy at the end of the training, in particular in self-efficacy in involving students, in self-efficacy in teaching strategies and in self-efficacy in classroom management. Furthermore, the teachers were satisfied with the training received and considered the activities proposed during the course to be useful. Investigations of this type can contribute to a better characterization of training courses for support.https://www.ledonline.it/index.php/ECPS-Journal/article/view/3224attitudesdidacticsself-efficacysupport teachersteacher training. |
| spellingShingle | Gaetano Domenici Valeria Biasi Federica Wolf Conny De Vincenzo Valutare il cambiamento di competenze e atteggiamento professionale a seguito del corso di formazione iniziale per insegnanti di sostegno Journal of Educational, Cultural and Psychological Studies attitudes didactics self-efficacy support teachers teacher training. |
| title | Valutare il cambiamento di competenze e atteggiamento professionale a seguito del corso di formazione iniziale per insegnanti di sostegno |
| title_full | Valutare il cambiamento di competenze e atteggiamento professionale a seguito del corso di formazione iniziale per insegnanti di sostegno |
| title_fullStr | Valutare il cambiamento di competenze e atteggiamento professionale a seguito del corso di formazione iniziale per insegnanti di sostegno |
| title_full_unstemmed | Valutare il cambiamento di competenze e atteggiamento professionale a seguito del corso di formazione iniziale per insegnanti di sostegno |
| title_short | Valutare il cambiamento di competenze e atteggiamento professionale a seguito del corso di formazione iniziale per insegnanti di sostegno |
| title_sort | valutare il cambiamento di competenze e atteggiamento professionale a seguito del corso di formazione iniziale per insegnanti di sostegno |
| topic | attitudes didactics self-efficacy support teachers teacher training. |
| url | https://www.ledonline.it/index.php/ECPS-Journal/article/view/3224 |
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