Induction programs for newly hired teachers in Higher Education: effectiveness of Faculty Development actions / Programmi di induction per il personale docente neoassunto in Università: efficacia delle azioni di Faculty Development

Il Faculty Development (FD) ha attraversato una evoluzione significativa, passando da un approccio incentrato principalmente sui bisogni di studenti e istituzioni a uno più ampio e integrato che considera diversi aspetti, come la didattica, lo sviluppo personale e professionale dei docenti, le caratteristiche e le dinamiche organizzative. Anche in Italia, il FD ha assunto un ruolo trasformativo in Higher Education, avvalendosi della ricerca scientifica per misurare l’efficacia degli interventi e migliorarne l’impatto. Il contributo illustra il percorso di FD offerto dall’Università di Torino al personale docente neoassunto, in particolare ricercatore (IRIDI START, 10 edizioni, oltre 500 docenti), analizzandone l’impatto sui partecipanti (es. concezioni, pratiche di insegnamento, autoefficacia, teaching portfolio, ...) e individuando raccomandazioni per la pratica e la ricerca, con particolare riferimento al ruolo centrale dei Teaching and Learning Center. Faculty Development (FD) has evolved significantly from a process focused on the needs of students and institutions to a more integrated approach that considers various aspects, such as teaching, personal and professional development, and organization. In Italy, FD has also taken on a transformative role in Higher Education, including scientific research to evaluate its effects. Although faculty members begin their professional career with solid content knowledge, they often receive limited pedagogical training. The contribution illustrates the FD course offered by the University of Turin to newly hired teaching staff, particularly researchers (IRIDI START, ten editions, more than 500 faculty members), analyzing its impact on teaching staff (e.g., conceptions, teaching practices and experiences, self-efficacy, teaching portfolio, ...) and identifying recommendations for practice and research, with particular attention to the central role of Teaching and Learning Centers.