Risposte adattive delle organizzazioni scolastiche e percezione del cambiamento da parte degli insegnanti di scuola primaria. Un’indagine esplorativa

L’organizzazione delle scuole è strettamente collegata alle riforme del sistema educativo di istruzione e formazione, e pertanto sottoposta a costanti azioni adattive. Il contributo presenta i risultati di un’indagine esplorativa sul grado di soddisfazione degli insegnanti condotta nelle scuole primarie della provincia di Pistoia nel primo anno di attuazione della cosiddetta «Riforma Gelmini». A partire dalla somministrazione del questionario semistrutturato Pri.Sc.O.Quest. (Primary School Organization Questionnaire) sono analizzati sia i cambiamenti organizzativi adottati dalle scuole sia il grado di soddisfazione degli insegnanti in merito alla qualità dei processi di insegnamento-apprendimento. I risultati dell’indagine mettono in luce una scuola primaria capace di agire come un’«organizzazione che apprende», impegnata nel fronteggiare - non senza difficoltà - i cambiamenti introdotti a livello di sistema, avvalendosi delle soluzioni organizzativo-didattiche e delle forme di flessibilità messe a disposizione dall’autonomia scolastica

How to enhance primary school EFL-teacher curriculum-design competences: the Competence Unit Design Model (CUD Mod)

This paper focuses on the development of curriculum design and methodological competences for pre-service and in-service EFL teachers in primary school, considered as essential aspects of the professionalism of teachers. In line with the national and international literature, it addresses some epistemological and methodological aspects of EFL curriculum design with particular reference to how this is dealt with in the Italian school system, even though most of the reflections and methodological proposals that are here presented could be considered useful for any school system. The paper proposes a competence design model, called CUD Mod, based on the “competence unit” framework, experimented in a variety of action-research projects conducted in Tuscan schools at primary and lower secondary level

How to enhance primary school EFL-teacher curriculum-design competences: the Competence Unit Design Model (CUD Mod)

This paper focuses on the development of curriculum design and methodological competences for pre-service and in-service EFL teachers in primary school, considered as essential aspects of the professionalism of teachers. In line with the national and international literature, it addresses some epistemological and methodological aspects of EFL curriculum design with particular reference to how this is dealt with in the Italian school system, even though most of the reflections and methodological proposals that are here presented could be considered useful for any school system. The paper proposes a competence design model, called CUD Mod, based on the “competence unit” framework, experimented in a variety of action-research projects conducted in Tuscan schools at primary and lower secondary level.This paper focuses on the development of curriculum design and methodological competences for pre-service and in-service EFL teachers in primary school, considered as essential aspects of the professionalism of teachers. In line with the national and international literature, it addresses some epistemological and methodological aspects of EFL curriculum design with particular reference to how this is dealt with in the Italian school system, even though most of the reflections and methodological proposals that are here presented could be considered useful for any school system. The paper proposes a competence design model, called CUD Mod, based on the “competence unit” framework, experimented in a variety of action-research projects conducted in Tuscan schools at primary and lower secondary level