The impact of Covid-19 produced a renewed debate surrounding the quality of teaching and invited us to reconsider the strategic role of the teaching profession in providing a quality education and promoting competent learning (European Commission, 2022). Educational interventions that support the development of literacy competence (Council of the Europe, 2018), from the very early stages of school, represent a key direction of intervention, which also needs to be explored based upon a more in-depth knowledge of educational processes in context (Altet, 2019; Maccario, 2022). In relation to these problems, the contributions aims to present the structure and initial results of a participatory research project (Easterday, Rees Lewis. & Gerber, 2018) with the world of education, aimed at designing teacher training plans that are increasingly suited to emerging socio-educational problems.
Teaching 'how' to teach. A chellenge for teaching and research.
Daniela Maccario
2022-01-01
Abstract
The impact of Covid-19 produced a renewed debate surrounding the quality of teaching and invited us to reconsider the strategic role of the teaching profession in providing a quality education and promoting competent learning (European Commission, 2022). Educational interventions that support the development of literacy competence (Council of the Europe, 2018), from the very early stages of school, represent a key direction of intervention, which also needs to be explored based upon a more in-depth knowledge of educational processes in context (Altet, 2019; Maccario, 2022). In relation to these problems, the contributions aims to present the structure and initial results of a participatory research project (Easterday, Rees Lewis. & Gerber, 2018) with the world of education, aimed at designing teacher training plans that are increasingly suited to emerging socio-educational problems.File | Dimensione | Formato | |
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