As part of the current study, specific didactic courses have been developed focusing on the development of soft skills. Soft skills such as communication, collaboration, creativity and entrepreneurship are increasingly required in the educational field. How can we measure these relational and managerial skills? How can students (future teachers) demonstrate that they possess them? How are these soft skills performed in digital environments? In an attempt to respond to these questions we set out to support 287 first-year students in the University of Palermo degree course in the development of transversal skills and transversal digital skills (soft skills & digital soft skills). We believe that the flipped methodology allows the implementation and exercise of many of these skills.On the basis of the results of previous research, we started from the conviction that in order to design effectively the professional training of future masters, it should be pointed out, from the beginning, to what extent they were aware of an integrated use of the ICT with the disciplinary contents for the development of specific soft skills. After the comparative analysis on the state of the art of scientific research on soft skills, the next phase of the research required the administration of a questionnaire to 232 students of the fourth year of the Degree Course in Primary Education, to gather infor -mations on the skills gap, on the potential of future teachers, on the needs of university education. The reflection on the results of the questionnaire, compared in several phases, has become the basis for the design of a check list for the self-assessment of the skills developed in 287 first-year students after a training session with flipped classroom activities .The training intervention took place both during the workshop and during the lessons, directly testing the flipped classroom methodology. In this paper we will present the results, explaining how we have trained students to constantly get involved and to be aware of the need to develop the soft skills proposed through the self-assessment of observable behaviors.
|Titolo della pubblicazione ospite||Media education in Italia. Oggetti e ambiti della formazione|
|Numero di pagine||13|
|Stato di pubblicazione||Published - 2019|
Serie di pubblicazioni
|Nome||MEDIA E TECNOLOGIE PER LA DIDATTICA|
La Marca, A., Lojacono, C., & Gulbay, E. (2019). Flipped Classroom e sviluppo delle soft skills nella formazione iniziale dei futuri insegnanti. In Media education in Italia. Oggetti e ambiti della formazione (pagg. 211-223). (MEDIA E TECNOLOGIE PER LA DIDATTICA).