Teachers’ training: an empirical study on training needs and digital skills

Samuele Calzone, Claudia Chellini

Abstract


Starting from the results of an empirical research on digital skills and training needs of Italian teachers involved in the National Operational Programme 2007-2013 “Skills for Development” (ESF), this paper debates the teachers’ expertise in order to identify their training needs. The research is focused on four areas of interest: the perception of self-efficacy as unexpressed need, the obstacles that prevent the well-being using the teaching methodology and digital technology, the behaviour related to the use of technology in classroom and the training need expressed by teachers.

La formazione del personale docente: un’indagine empirica sul fabbisogno formativo e le competenze digitali

A partire da un’indagine sul fabbisogno formativo e le competenze digitali del personale docente coinvolto nel PON 2007-2013 “Competenze per lo sviluppo” (FSE), il presente lavoro intende esplorare l’expertise del personale docente al fine di intercettare il suo fabbisogno formativo. Sono stati individuati quattro ambiti di analisi: la percezione della self-efficacy (bisogno inespresso), gli ostacoli che impediscono di sentirsi “a proprio agio” con metodologie didattiche e tecnologie digitali, il comportamento relativo all’uso delle ICT in classe e il bisogno formativo espresso.


Keywords


digital skills; teachers training; self-efficacy; National Operational Programme; training needs; competenze digitali; formazione dei docenti; self-efficacy; Programma Operativo Nazionale; fabbisogno formativo

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DOI: http://dx.doi.org/10.13128/formare-18218



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