Blending e flipping nella formazione iniziale docenti: uno studio fenomenologico
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Abstract
Questo studio fenomenologico ha esplorato le percezioni di un'ampia coorte di insegnanti in formazione iniziale sulla struttura ed efficacia di un corso blended learning che integrava elementi della classe capovolta per promuovere un apprendimento profondo sull'integrazione della tecnologia nell'istruzione. Il corso prevedeva lezioni in presenza, sessioni sincrone online, gruppi di dibattiti e attività di revisione tra pari. I dati considerano le valutazioni del corpo studentesco, quelle dei prodotti di apprendimento e un questionario post-corso. I risultati hanno indicato che i partecipanti hanno trovato la struttura blended efficace per il raggiungimento degli obiettivi del corso e per promuovere abilità di pensiero di ordine superiore come l'analisi e la valutazione delle tecnologie nell’istruzione. L'approccio capovolto ha coinvolto gli studenti nell'estendere il loro apprendimento attraverso discussioni attive e attività ritenute pertinenti. Nel complesso, i partecipanti hanno percepito coerenza tra i processi di apprendimento attivati e i risultati attesi come l’applicazione dei concetti a scenari didattici autentici. Pur riconoscendo le difficoltà nell'adattarsi al modello capovolto, i partecipanti hanno apprezzato le opportunità di autonomia, modellamento tra pari e preparazione all'istruzione integrata con la tecnologia. I risultati evidenziano il potenziale dell'apprendimento blended e flipped per trasformare anche ampie coorti di formazione primaria attraverso pedagogie innovative e centrate sullo studente.
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