In order to comply with social distancing during COVID 19, universities have adopted distance learning. This has helped try to personalize the teaching-learning process to better focus on the needs of every single student. Implementing personalized teaching has required teachers’ considerable commitment. The perception of one’s ability to personalize students’ training with the support of information and communication technologies has influenced the teaching effectiveness of university teachers who took up the challenge of personalization during the second semester of the academic year 2019-20. This paper tries to clarify the term “didactic personalization” and illustrates the construct of teachers’ self-efficacy. The research investigated the narrative construct in a sample of documents of the University of Palermo, trying to identify which variables had influenced its formation. For this purpose, a tool has been adopted which allows university teachers to reflect on the perception of effectiveness in implementing personalized distance teaching practices. The visualization tool used in the research is now available to diagnose the self-efficacy level of university teachers’ who will soon use distance teaching.
|Numero di pagine||22|
|Rivista||PEDAGOGIA E VITA|
|Stato di pubblicazione||Published - 2020|