Reflecting through the designing: a brief analysis of the teacher’s planning process

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The aim of this work is to study the conditions in which teachers plan and execute educational actions in the classroom and to find out which difficulties they encountered during the development of the planned teaching action. The “concrete operations” that 15 teachers in the Palermo area had accomplished, were highlighted before, during and after every structured activity to promote the pupils’ oral expression. Specifically, the research, which is collocated in the case study, had the function of verifying forty descriptors. These were grouped in the five cardinal points of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), with a motivated group of teachers that were formed during the action-research. To check intentions and behaviors of teachers, tools for self-analysis were built, individual notes and shared reports of the practice were used. The teachers found that the proposed projected device, initially, designed with 40 descriptors was not practical and chose only 20 of these. A simplified and flexible model is now available for the didactical preparation of the activities.
Lingua originaleItalian
pagine (da-a)134-147
Numero di pagine14
Stato di pubblicazionePublished - 2016

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