The integration of technological, didactic and disciplinary skills in the initial training of support teachers
This paper analyses training support teachers’ knowledge as described by the Technological Pedagogical Content Knowledge framework (TPCK) (Mishra & Koehler, 2006) based on Shulman’s PCK (1986). Technological resources offer indisputable opportunities to teachers who want to renew the contents an...
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| Format: | Article |
| Language: | English |
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Firenze University Press
2021-04-01
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| Series: | Formare |
| Subjects: | |
| Online Access: | https://oaj.fupress.net/index.php/formare/article/view/10444 |
| _version_ | 1828827546872971264 |
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| author | Alessandra La Marca Valeria Di Martino |
| author_facet | Alessandra La Marca Valeria Di Martino |
| author_sort | Alessandra La Marca |
| collection | DOAJ |
| description | This paper analyses training support teachers’ knowledge as described by the Technological Pedagogical Content Knowledge framework (TPCK) (Mishra & Koehler, 2006) based on Shulman’s PCK (1986). Technological resources offer indisputable opportunities to teachers who want to renew the contents and strategies of their teaching and provide students with active learning processes; yet they offer some reflections about the methodologies used in support teacher training considering, among the other factors, the variety of qualifications that allow access to the training course. The results obtained with a sample of 1591 teachers enrolled in the support teacher specialization course, run by the University of Palermo, as well as the reflections related the TPACK, could allow to adapt the ICT courses to the real initial skills of the students, contributing to the training of support teachers able to use digital resources in an inclusive and effective way.
L’integrazione delle competenze tecnologiche, didattiche e disciplinari nella formazione iniziale dei docenti di sostegno
Questo contributo focalizza l’attenzione sulle competenze dei docenti di sostegno in formazione iniziale così come vengono descritte nel framework del Technological Pedagogical Content Knowledge (TPCK) (Mishra & Koehler, 2006), a partire dagli studi di Shulman (1986) sul PCK e intende offrire alcune riflessioni metodologiche sulla formazione dell’insegnante di sostegno considerando, tra altri fattori, l’eterogeneità dei titoli di studio che consentono l’accesso al percorso formativo. I risultati ottenuti con un campione di 1591 docenti iscritti al corso di specializzazione per il sostegno dell’Università degli Studi di Palermo e le riflessioni provenienti dal modello TPACK potrebbero consentire di adeguare i corsi relativi alle TIC alle reali competenze iniziali dei corsisti, contribuendo alla formazione di un insegnante di sostegno in grado di utilizzare in modo inclusivo ed efficace le risorse digitali. |
| first_indexed | 2024-12-12T15:02:44Z |
| format | Article |
| id | doaj.art-cf1d3432a04749e2b9a6fcb9b4332fb6 |
| institution | Directory Open Access Journal |
| issn | 1825-7321 |
| language | English |
| last_indexed | 2024-12-12T15:02:44Z |
| publishDate | 2021-04-01 |
| publisher | Firenze University Press |
| record_format | Article |
| series | Formare |
| spelling | doaj.art-cf1d3432a04749e2b9a6fcb9b4332fb62022-12-22T00:20:47ZengFirenze University PressFormare1825-73212021-04-0121110.13128/form-10444The integration of technological, didactic and disciplinary skills in the initial training of support teachersAlessandra La Marca0Valeria Di Martino1University of PalermoUniversità di CataniaThis paper analyses training support teachers’ knowledge as described by the Technological Pedagogical Content Knowledge framework (TPCK) (Mishra & Koehler, 2006) based on Shulman’s PCK (1986). Technological resources offer indisputable opportunities to teachers who want to renew the contents and strategies of their teaching and provide students with active learning processes; yet they offer some reflections about the methodologies used in support teacher training considering, among the other factors, the variety of qualifications that allow access to the training course. The results obtained with a sample of 1591 teachers enrolled in the support teacher specialization course, run by the University of Palermo, as well as the reflections related the TPACK, could allow to adapt the ICT courses to the real initial skills of the students, contributing to the training of support teachers able to use digital resources in an inclusive and effective way. L’integrazione delle competenze tecnologiche, didattiche e disciplinari nella formazione iniziale dei docenti di sostegno Questo contributo focalizza l’attenzione sulle competenze dei docenti di sostegno in formazione iniziale così come vengono descritte nel framework del Technological Pedagogical Content Knowledge (TPCK) (Mishra & Koehler, 2006), a partire dagli studi di Shulman (1986) sul PCK e intende offrire alcune riflessioni metodologiche sulla formazione dell’insegnante di sostegno considerando, tra altri fattori, l’eterogeneità dei titoli di studio che consentono l’accesso al percorso formativo. I risultati ottenuti con un campione di 1591 docenti iscritti al corso di specializzazione per il sostegno dell’Università degli Studi di Palermo e le riflessioni provenienti dal modello TPACK potrebbero consentire di adeguare i corsi relativi alle TIC alle reali competenze iniziali dei corsisti, contribuendo alla formazione di un insegnante di sostegno in grado di utilizzare in modo inclusivo ed efficace le risorse digitali.https://oaj.fupress.net/index.php/formare/article/view/10444teachers’ knowledgeTPACKsupport teachersdigital resourcescompetenze dei docentirisorse digitali |
| spellingShingle | Alessandra La Marca Valeria Di Martino The integration of technological, didactic and disciplinary skills in the initial training of support teachers Formare teachers’ knowledge TPACK support teachers digital resources competenze dei docenti risorse digitali |
| title | The integration of technological, didactic and disciplinary skills in the initial training of support teachers |
| title_full | The integration of technological, didactic and disciplinary skills in the initial training of support teachers |
| title_fullStr | The integration of technological, didactic and disciplinary skills in the initial training of support teachers |
| title_full_unstemmed | The integration of technological, didactic and disciplinary skills in the initial training of support teachers |
| title_short | The integration of technological, didactic and disciplinary skills in the initial training of support teachers |
| title_sort | integration of technological didactic and disciplinary skills in the initial training of support teachers |
| topic | teachers’ knowledge TPACK support teachers digital resources competenze dei docenti risorse digitali |
| url | https://oaj.fupress.net/index.php/formare/article/view/10444 |
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