Il mentoring come strategia per lo sviluppo professionale dei docenti universitari: Un percorso di formazione e ricerca

In this contribution, the important role of mentoring within Faculty Development practices for the qualification of university teachers is explored. A brief reflection on national and international policies for university teacher training is initially proposed, with a special focus on faculty mentoring practices. These premises are essential for deepening the literature on the topics of interest and are preparatory for the presentation of a peer faculty mentoring experience, proposed at the Politecnico of Torino. The formative path, called Mentoring Polito Project (M2P), is part of a more complex three-year teaching training project, supported and financed by the University, and it is recognised as an important resource to support the professional qualification of teaching staff. Results about the first edition of M2P are presented here by focusing on the assessment of the training activities and on the experience as a whole, measured through quantitative and qualitative tools.Il presente contributo approfondisce l’importante ruolo dei processi di mentoring all’interno delle pratiche di Faculty Development per la qualificazione della docenza universitaria. Viene inizialmente proposta una breve riflessione sulle politiche nazionali e internazionali a sostegno della formazione dei docenti universitari, proseguendo con un focus sulle pratiche di faculty mentoring. Tali premesse, fondamentali per approfondire la letteratura in merito ai temi di interesse, sono propedeutiche alla presentazione di una esperienza di peer faculty mentoring, proposta presso il Politecnico di Torino. Il percorso, denominato Mentoring Polito Project (M2P), si inserisce all’interno di un più complesso progetto triennale di formazione della docenza, sostenuto e finanziato dall’Ateneo, e si configura come importante risorsa a sostegno della qualificazione professionale del corpo insegnante. Verranno presentati in questo contributo gli esiti della prima edizione del M2P, con particolare attenzione alla valutazione, da parte dei docenti partecipanti, delle attività formative e dell’esperienza nel suo complesso, rilevata attraverso strumenti quantitativi e qualitativi

Innovative education and training in high power laser plasmas (PowerLaPs) for plasma physics, high power laser matter interactions and high energy density physics: experimental diagnostics and simulations

The second and final year of the Erasmus Plus programme "Innovative Education and Training in high power laser plasmas", otherwise known as PowerLaPs, is described. The PowerLaPs programme employs an innovative paradigm in that it is a multi-centre programme where teaching takes place in five separate institutes with a range of different aims and styles of delivery. The "in class" time is limited to four weeks a year, and the programme spans two years. PowerLaPs aims to train students from across Europe in theoretical, applied, and laboratory skills relevant to the pursuit of research in laser plasma interaction physics and inertial confinement fusion (ICF). Lectures are intermingled with laboratory sessions, and continuous assessment activities. The programme, which is led by workers from the Hellenic Mediterranean University, and supported by co-workers from Queens University Belfast, the University of Bordeaux, the Czech Technical University in Prague, Ecole Polytechnique, the University of Ioannina, the University of Salamanca, and the University of York, has just finished its second and final year. Six Learning Teaching Training (LTT) activities have been held, at the Queens University Belfast, the University of Bordeaux, the Czech Technical University, the University of Salamanca, and the Institute of Plasma Physics and Lasers (CPPL) of the Hellenic Mediterranean University. The last of these institute hosted two two-week long Intensive Programmes (IPs), whilst the activities at the other four universities were each five days in length. In addition to this a "Multiplier Event" was held at the University of Ioannina, which will be briefly described. In this second year the work has concentrated upon training in both experimental diagnostics and simulation techniques appropriate to the study of Plasma Physics, High Power Laser-Matter Interactions and High Energy Density Physics. The nature of the programme will be described in detail and some metrics relating to the activities carried out will be presented. In particular this paper will focus upon the overall assessment of the programme

Innovative Education and Training in high power laser plasmas (PowerLaPs) for plasma physics, high power laser-matter interactions and high energy density physics - Theory and experiments

The Erasmus Plus programme 'Innovative Education and Training in high power laser plasmas', otherwise known as PowerLaPs, is described. The PowerLaPs programme employs an innovative paradigm in that it is a multi-centre programme where teaching takes place in five separate institutes with a range of different aims and styles of delivery. The 'in class' time is limited to four weeks a year, and the programme spans two years. PowerLaPs aims to train students from across Europe in theoretical, applied and laboratory skills relevant to the pursuit of research in laser-plasma interaction physics and inertial confinement fusion (ICF). Lectures are intermingled with laboratory sessions and continuous assessment activities. The programme, which is led by workers from the Technological Educational Institute (TEI) of Crete, and supported by co-workers from the Queen's University Belfast, the University of Bordeaux, the Czech Technical University in Prague, Ecole Polytechnique, the University of Ioannina, the University of Salamanca and the University of York, has just completed its first year. Thus far three Learning Teaching Training (LTT) activities have been held, at the Queen's University Belfast, the University of Bordeaux and the Centre for Plasma Physics and Lasers (CPPL) of TEI Crete. The last of these was a two-week long Intensive Programme (IP), while the activities at the other two universities were each five days in length. Thus far work has concentrated upon training in both theoretical and experimental work in plasma physics, high power laser-matter interactions and high energy density physics. The nature of the programme will be described in detail and some metrics relating to the activities carried out to date will be presented

Training of mentors: the "Mentoring Polito Project" for faculty development. Role, competences and training practices

Esta contribución, a partir de una reflexión sobre el papel, las funciones y las competencias de la figura del mentor en la universidad, profundiza una experiencia de faculty mentoring propuesta en el Politécnico de Turín(Italia). En concreto, el proyecto presentado, denominado "Mentoring Polito Project " (M2P), prevé una fase de formación de los participantes en el apoyo profesional de los compañeros a través de dinámicas de peer mentoring, seguida de una experiencia destinada a potenciar las habilidades de acompañamiento didáctico de los compañeros para una enseñanza-aprendizaje más eficaz. En concreto, el proyecto incluye una primera fase de formación teórico-práctica al mentoringy a los roles de mentor y mentee, una segunda fase de experimentación del proceso de acompañamiento a través de la peer observationy la comparación entre pares, seguida de una supervisión individual y grupal y una última fase de evaluación de la experiencia y diseño de la intervención dentro de la Universidad. La formación está a cargo de formadores experimentados y es fundamental para poder llevar a cabo de forma consciente y competente la relación de mentoring. En concreto, se presentará aquí el recorrido realizado y los resultados alcanzados tras la experiencia formativa en la primera edición de M2P, recuperando las motivaciones iniciales, las expectativas de los participantes y su evaluación respecto a las actividades realizadas y las competencias adquiridas.This contribution, starting from a reflection on the role, functionsand competences of mentors in universities, explores a faculty mentoring experience proposed at the Politecnico di Torino (Italy). The project presented, named "Mentoring Polito Project" (M2P), contemplates an initial training phase about how to give professional support to colleagues through peer mentoring dynamics. The training activities are followed by practical actions aimed at the empowerment of mentoring skills for more effective teaching-learning processes. More specifically, the course envisages an initial theoretical-practical training phase on mentoring and the role of mentor and mentee, a second phase of experimentation of the mentoring process through peer observation and comparison, followed by individual and group supervision, and a final phase of evaluation of the experience and design of the intervention within the University. The training is conducted by experienced trainers and is essential in order to be able to carry out the mentoring relationship consciously and competently.Specifically, the initial theoretical-practical training phase realized in the first edition of M2P (2021/22), and its assessment by the participants, will be presented in this paper. We will focus on the initial motivations and expectations of the participants, and on the assessment of the initial training activities

Revista interuniversitaria de formación del profesorado

Resumen basado en el de la publicaciónTítulo, resumen y palabras clave en español y en inglésMonográfico con el título: “Mismos problemas, nuevos retos en la formación del profesorado”A partir de una reflexión sobre el papel, las funciones y las competencias de la figura del mentor en la universidad, se profundiza en una experiencia de faculty mentoring propuesta en el en el Politécnico de Turín (Italia). En concreto, el proyecto presentado, denominado "Mentoring Polito Project " (M2P), prevé una fase de formación de los participantes en el apoyo profesional de los compañeros a través de dinámicas de peer mentoring, seguida de una experiencia destinada a potenciar las habilidades de acompañamiento didáctico de los compañeros para una enseñanza-aprendizaje más eficaz. En concreto, el proyecto incluye una primera fase de formación teórico-práctica al mentoring y a los roles de mentor y mentee, una segunda fase de experimentación del proceso de acompañamiento a través de la peer observation y la comparación entre pares, seguida de una supervisión individual y grupal y una última fase de evaluación de la experiencia y diseño de la intervención dentro de la Universidad. La formación está a cargo de formadores experimentados y es fundamental para poder llevar a cabo de forma consciente y competente la relación de mentoring. Se presenta el recorrido realizado y los resultados alcanzados tras la experiencia formativa en la primera edición de M2P, recuperando las motivaciones iniciales, las expectativas de los participantes y su evaluación respecto a las actividades realizadas y las competencias adquiridas.ES

Formación de mentores: el proyecto “Mentoring Polito Project” dirigido al profesorado universitario. Rol, competencias y prácticas formativas

Esta contribución, a partir de una reflexión sobre el papel, las funciones y las competenciasde la figura del mentor en la universidad, profundiza una experiencia de faculty mentoring propuesta en elen el Politécnico de Turín(Italia). En concreto, el proyecto presentado, denominado "Mentoring PolitoProject " (M2P), prevé una fase de formación de los participantes en el apoyo profesional de los compañeros a través de dinámicas de peer mentoring, seguida de una experiencia destinada a potenciar las habilidades de acompañamiento didácticode los compañeros para una enseñanza-aprendizaje más eficaz. En concreto, el proyectoincluye una primera fase de formación teórico-práctica al mentoringy a los roles de mentor y mentee, una segunda fase de experimentación del proceso de acompañamiento a través de la peer observationy la comparación entre pares, seguida de una supervisión individual y grupal y una últimafasede evaluación de la experiencia y diseñode la intervención dentro de la Universidad. La formación está a cargo de formadores experimentados y es fundamental para poder llevar a cabo de forma conscientey competente la relación de mentoring. En concreto, se presentará aquí el recorrido realizado y los resultados alcanzadostras la experiencia formativa en la primera edición de M2P, recuperando las motivaciones iniciales, las expectativas de los participantes y su evaluaciónrespecto a las actividades realizadas y las competencias adquiridas