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2021: Special Issue - Faculty Development e Digital Scholarship: questioni di ricerca nell’istruzione superiore

Strategies and tools to analyse and value faculty professional competences in University

DOI
https://doi.org/10.3280/exioa0-2021oa11126
Submitted
gennaio 25, 2021
Published
2021-01-25

Abstract

The paper presents three tools designed and implemented with different purposes and functions to enhance the teaching competences

1) The research “Didattica e Insegnamento in Università” (Felisatti & Serbati, 2017; Felisatti & Clerici, 2020) aimed at developing and testing a national survey which offers a framework of the teaching practices in use and a possible classification of expertise, needs and interests for enhancement teaching activities in university classrooms. The survey integrates “objective” data available in administrative archives of the participating Universities, with “subjective” data, directly collected from academics through this Cawi survey.

2) The Teaching Perspectives Inventory (Pratt, 1998; Pratt & Collins, 2000) is a self-reported validated questionnaire that allows to detect personal teaching perspectives; the tool aims to promote personal and / or collective reflection on teaching perspectives and on their balance, identifying possible internal (between beliefs, intentions and actions) and external inconsistencies among perspectives.

3) The Teaching Practices Inventory (Wieman & Gilbert, 2014) is a self-reported validated tool, built to map teaching practices, by investigating the methodologies adopted by academics in class, through a list of those found in literature. The questionnaire offers useful information to compare different teaching actions performed in different contexts and for mutual learning among colleagues.

References

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