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Comunità online e sviluppo professionale degli insegnanti: riflessioni sul caso di eTwinning nel quadro di un approccio data-informed

  • Elena Gabbi

This paper investigates the potential of data-mediated reflective practice for teachers, members of the eTwinning professional community, within a research strategy that explores big data in education. The chapter begins by emphasising the potential of online communities for the professional development of teachers. It provides an example of a qualitative research method used, in conjunction with a data-driven strategy in order to identify significant challenges and recommendations for the advancement of the eTwinning online community in Italy. Finally, it focuses on the analytical explanation of the findings and offers some concluding remarks on the significance of the emerging development dimensions.

  • Keywords:
  • Data-informed Recommendations,
  • eTwinning,
  • Online Professional Learning Communities,
  • Teacher Professional Development,
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Elena Gabbi

University of Florence, Italy - ORCID: 0000-0001-9757-1173

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  2. Braun, Virginia, and Victoria Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77-101.
  3. Calvani, Antonio. 2005. Rete, comunità e conoscenza: costruire e gestire dinamiche collaborative. Trento: Erickson.
  4. Desimone, Laura M. 2009. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher 38 (3): 181-99.
  5. Fabbro, Francesco, Ranieri Maria, e Enrico Imbimbo. 2021. “Lo sviluppo professionale dei docenti in Italia attraverso eTwinning. Dal quadro teorico ai risultati della ricerca.” In eTwinning e la formazione degli insegnanti. Studi, evidenze e prospettive della community italiana, [a cura di D. Nucci, A. Tosi, e M.C. Pettinati, 89-115]. Roma: Carocci.
  6. Fulantelli, Giovanni, e Davide Taibi. 2014. “Learning Analytics: opportunità per la scuola.” TD Tecnologie Didattiche 22 (3): 157-64.
  7. Guldberg, Karen. 2008. “Adult Learners and Professional Development: Peer‐to‐peer Learning in a Networked Community.” International Journal of Lifelong Education 27 (1): 35-49.
  8. INVALSI, 2019. Risultati TALIS 2018 - Principali Tabelle Nazionali, Ministero dell’Istruzione.
  9. Lave, Jean, e Etienne Wenger. 2006. L’apprendimento situato: dall’osservazione alla partecipazione attiva nei contesti sociali. Trento: Erickson.
  10. Manca, Stefania, and Maria Ranieri. 2017. “Implications of Social Network Sites for Teaching and Learning. Where We Are and Where We Want to Go.” Education and Information Technologies 22: 605-22.
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  12. Opfer, Darleen V., and David Pedder. 2011. “Conceptualizing Teacher Professional Learning.” Review of Educational Research 81 (3): 376-407.
  13. Sibilio, Maurizio, e Paola Aiello. 2018. Lo sviluppo professionale dei docenti: ragionare di agentività per una scuola inclusiva. Napoli: EdiSES.
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  • Publication Year: 2022
  • Pages: 89-99
  • Content License: CC BY 4.0
  • © 2022 Author(s)

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  • Publication Year: 2022
  • Content License: CC BY 4.0
  • © 2022 Author(s)

Chapter Information

Chapter Title

Comunità online e sviluppo professionale degli insegnanti: riflessioni sul caso di eTwinning nel quadro di un approccio data-informed

Authors

Elena Gabbi

Language

Italian

DOI

10.36253/979-12-215-0081-3.10

Peer Reviewed

Publication Year

2022

Copyright Information

© 2022 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Bibliographic Information

Book Title

Esercizi di ricerca

Book Subtitle

Dottorato e politiche per la formazione

Editors

Vanna Boffo, Fabio Togni

Peer Reviewed

Number of Pages

278

Publication Year

2022

Copyright Information

© 2022 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/979-12-215-0081-3

ISBN Print

979-12-215-0094-3

eISBN (pdf)

979-12-215-0081-3

eISBN (xml)

979-12-215-0082-0

Series Title

Studies on Adult Learning and Education

Series ISSN

2704-596X

Series E-ISSN

2704-5781

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