Luigina Mortari; Roberta Silva
Contributo in volume: “Insegnanti si diventa. L’esperienza di Tirocinio nei Corsi di Laurea magistrale in Scienze della Formazione Primaria”
A cura di Ivana Bolognesi, Mirella D’Ascenzo
Abstract: Il testo delinea il profilo del docente riflessivo e delinea le metodologie più idonee a promuovere la riflessività all’interno dei percorsi di Teacher Education
Adula Bekele Hunde, Giuseppe Tacconi
This article examines the way a group of expert teachers’ educators contextualises their teaching. To this end, a qualitative phenomenological approach was employed to collect and analyse data from 30 expert teachers’ educators. Grounded theory was used to conceptualise and categorise evidences emerged from the analysis of texts while stories of practices were created for each category emerged for illustration. In general, three teaching strategies emerged as means of contextualising teaching: connecting teaching to authentic experiences, aligning practices in teacher education to secondary school teaching and contextualising teaching to students’ level of understanding. Lastly, the lesson each university could draw from one another and implications of the study are highlighted.