Academic Journal
Faculty development e docenti neoassunti: uno studio longitudinale all'Università di Trento
| Τίτλος: | Faculty development e docenti neoassunti: uno studio longitudinale all'Università di Trento |
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| Συγγραφείς: | Benini, Elena |
| Συνεισφορές: | Benini, Elena |
| Στοιχεία εκδότη: | ITA |
| Έτος έκδοσης: | 2025 |
| Συλλογή: | Università degli Studi di Trento: CINECA IRIS |
| Θεματικοί όροι: | faculty development, impact evaluation, professional development, higher education, longi- tudinal study, Settore M-PED/03 - Didattica e Pedagogia Speciale, Settore PAED-02/A - Didattica e pedagogia speciale |
| Περιγραφή: | This study analyses the Faculty Development (FD) programme for newly hired teachers at the University of Trento, developed by the FormId (Teaching & Learning Centre). The main objective of the programme is to enhance teaching skills focusing on instructional design, teaching methodologies and assessment methods, sup- porting incoming teachers in their professional development (Coggi, 2019; Bruschi, 2021). The research adopts Stes’ (2010) evaluation model to examine the impact of the three editions of the programme, considering four aspects: participant satisfaction, learning, behavioural change and organisational transformation. The longitudinal design integrates satisfaction questionnaires, analysis of syllabi and real-world tasks developed by participants during the programme, follow-up questionnaires to detect behavioural changes, and qualitative interviews to explore teachers’; experiences and motivation for requesting additional support. Preliminary results show positive responses, an improvement in programme quality and a significant increase in the adoption of interactive teaching methodologies. 30 interviews were conducted, with 93.3% of participants reporting changes in their teaching practices. Among the transversal pedagogical elements, the one most changed related to syllabi (43.32%). From the point of view of teaching implementations, the most implemented change was behavioural architecture (59.10%). The emerging evidence could help shape future institutional strategies, contributing to the evolution of the programme and the enhancement of faculty professional development. ; Questo studio analizza il programma di Faculty Development (FD) rivolto ai docenti neoassunti dell’Università di Trento, sviluppato dal FormId (Teaching & Learning Center). L’obiettivo principale del programma è potenziare le competenze didattiche focalizzate su progettazione didattica, metodologie di insegnamento e modalità di valu- tazione, sostenendo i docenti in ingresso nel loro sviluppo professionale (Coggi, ... |
| Τύπος εγγράφου: | article in journal/newspaper |
| Περιγραφή αρχείου: | ELETTRONICO |
| Γλώσσα: | Italian |
| Relation: | volume:23; issue:1; firstpage:193; lastpage:200; numberofpages:8; journal:PEDAGOGIA OGGI; https://hdl.handle.net/11572/467064; https://ojs.pensamultimedia.it/index.php/siped/article/download/7946/7152/36075 |
| DOI: | 10.7346/PO-012025-24 |
| Διαθεσιμότητα: | https://hdl.handle.net/11572/467064 https://doi.org/10.7346/PO-012025-24 https://ojs.pensamultimedia.it/index.php/siped/article/download/7946/7152/36075 |
| Rights: | info:eu-repo/semantics/openAccess ; license:Creative commons ; license uri:http://creativecommons.org/licenses/by/4.0/ |
| Αριθμός Καταχώρησης: | edsbas.C91ED88F |
| Βάση Δεδομένων: | BASE |
| DOI: | 10.7346/PO-012025-24 |
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