La pratica dell’insegnamento della lingua inglese. Sperimentazione metodologica e indagine esplorativa
Author(s)
Sibi, Patrizia
Date Issued
2019
Type
article
Volume
18
Start Page
219
End Page
230
ISSN
1721-6761
Journal
Abstract
European and national legislations enforce the adoption of student-centred pedagogies based on active learning processes and curricular programming for competences. Teachers of all school levels and kinds are required to develop professional skills in order to follow a logical and functional sequence of actions while planning their macro-teaching and to reflect upon and assess their everyday micro-teaching. Building on a long-standing experience of pre- and in-service teacher training at Tuscia University, the authors have endeavoured to design a diagnostic tool to investigate teachers’ awareness and reflexivity. To this purpose a questionnaire ‒ combining closed and open replies inspired by the main language teaching approaches ‒ has been circulated among teachers of English in upper secondary school. The sample, albeit statistically non-significant, reveals trends and critical issues and even describes teacher profiles, confirming the potentialities of the research method and tool.
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ALBA GRAZIANO-PATRIZIA SIBI_Daidalos 18.pdf
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