![]() ![]() The paper reports a descriptive analysis together with a network analysis, and the search for causal relationships among the variables that have been investigated. It was performed two months after the beginning of lockdown, when online teaching and learning processes were fully in place and had reached a steady state. This study is one of the first investigations conducted within the Italian school system to capture teachers' perspective, experiences and perceptions about the impact of the COVID-19 pandemic on school education. In our proposed approach, the formal component of TPD intends to ensure an evidence-based background to teachers’ competence, while the informal component intends to draw on their teaching practice to complement it. The paper includes a case study of a TPD pathway in which gamification and support to self-regulated learning are harnessed to bridge the gap between formal learning and informal practices in professional development. In this paper we argue for the need to leverage gamification and self-regulated learning skills as ways for overcoming the barriers preventing teachers from engaging in practice-sharing. ![]() Indeed, the role of practice-sharing in informal learning contexts, and specifically in teachers’ communities of practice, is regarded as essential for effective TPD in the academic literature. The most common form of teachers’ professional development (TPD) - one-shot courses using formal, transmissive methodologies - often fails to prepare teachers for complex challenges or build a long-term community of teachers.
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