Innovative practices in schools are the outcome of a combination of factors, including the teacher’sprimary role in directing methodological and technological innovation. In order to make this happen,the teacher – as an expert and educational leader – needs a repertoire of specific skills that allowfor critical and situated adoption of tools, processes and learning resources. This paper describesthe educational structure and features of some online and blended courses intended for initial andcontinuous teacher training. These courses are designed to support teachers in acquiring strategiccompetences for their work. Starting from the experience of the University of Foggia, the authorsintend to offer their perspective on the prominence of teacher training within the framework of schoolinnovation.
Teacher Training and Digital Paths. Revolution in the School:
LIMONE, PIERPAOLO;
2016-01-01
Abstract
Innovative practices in schools are the outcome of a combination of factors, including the teacher’sprimary role in directing methodological and technological innovation. In order to make this happen,the teacher – as an expert and educational leader – needs a repertoire of specific skills that allowfor critical and situated adoption of tools, processes and learning resources. This paper describesthe educational structure and features of some online and blended courses intended for initial andcontinuous teacher training. These courses are designed to support teachers in acquiring strategiccompetences for their work. Starting from the experience of the University of Foggia, the authorsintend to offer their perspective on the prominence of teacher training within the framework of schoolinnovation.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
