In the Italian National teacher Training Plan (MIUR, 2016) a profile based on three main competences emerges: teaching, organization, and professionalism; acquired via individual and context level interventions. The latter has an impact on the didactic aspects in order to realize effective, inclusive, and innovative practices, which differ in relation to different elements of professionalism (e.g.: years of work experience). The present paper explores how “newly hired” teachers (graduates in Primary Teacher Education with < 5 years of experience) and “senior” ones (> 5 years) have different perceptions of context factors and their impacts on practice. The research involved 43 primary school teachers through 7 focus groups. Through a reflexive thematic analysis (Braun & Clarke, 2006) it was possible to distinguish between the two teacher groups how the context is perceived, across its different levels (micro, meso, macro) and their impact on the work practice.
Nel Piano Nazionale di Formazione del personale docente (MIUR, 2016) emerge un profilo basato su tre principali competenze: didattica, organizzazione e professionalità, acquisite tramite la realizzazione di azioni sia a livello individuale che di contesto. Quest’ultimo ha un impatto sugli aspetti didattici per la realizzazione di pratiche efficaci, inclusive e innovative, che varia in relazione a diversi elementi della professionalità (ad esempio gli anni di esperienza) (Stanzione & Bortolotti, 2022). Il presente contributo indaga come docenti neo immessi (< 5 anni di servizio, laureati in Scienze della Formazione Primaria) e senior (> 5 anni di servizio) hanno diverse percezioni dei fattori di contesto e dei relativi impatti sulla pratica. La ricerca ha coinvolto 43 docenti di scuola primaria tramite 7 focus group. Grazie a un’analisi tematica riflessiva (Braun & Clarke, 2006) è stato possibile differenziare le percezioni del contesto, nei suoi diversi livelli (micro, meso, macro) delle due categorie di docenti e le relative ricadute sul lavoro.
Fattori di contesto e pratica professionale: un’indagine qualitativa sui docenti neo-immessi e senior di scuola primaria
Sara Germani
2024-01-01
Abstract
In the Italian National teacher Training Plan (MIUR, 2016) a profile based on three main competences emerges: teaching, organization, and professionalism; acquired via individual and context level interventions. The latter has an impact on the didactic aspects in order to realize effective, inclusive, and innovative practices, which differ in relation to different elements of professionalism (e.g.: years of work experience). The present paper explores how “newly hired” teachers (graduates in Primary Teacher Education with < 5 years of experience) and “senior” ones (> 5 years) have different perceptions of context factors and their impacts on practice. The research involved 43 primary school teachers through 7 focus groups. Through a reflexive thematic analysis (Braun & Clarke, 2006) it was possible to distinguish between the two teacher groups how the context is perceived, across its different levels (micro, meso, macro) and their impact on the work practice.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
