“Tutor junior” e qualità della didattica. L’esperienza della Facoltà di Scienze della Formazione dell’Università di Padova

Il paper presenta una parte di una ricerca biennale, ancora in fase di sviluppo, che s’inserisce in un Progetto Strategico dell’Universitàdi Padova (STPD08HANE_005), finalizzato a studiare e ad affrontare le difficoltà di apprendimento degli studenti. Questo contributo tratterà la tematica della dispersione universitaria in relazione agli interventi di peer tutoring, cioè in relazione a quelle attività atte ad accompagnare e sostenere gli studenti durante tutto il percorso universitario. Verrà presentata l’esperienza di Tutorato dell’ex Facoltà di Scienze dellaFormazione e verranno presentati i risultati di una ricerca su alcuni interventi di potenziamento realizzati nell’a.a. 2010-2011, partendodalla ricostruzione evolutiva del servizio

Favorire il successo accademico: il Tutorato Formativo fra ricerca e intervento nell’esperienza dell’Università di Padova

Following the objectives of the European Higher Education Area, guidance and tutoring contribute to improve teaching and focusing on students ascenter of the training process, accompanying him/her during his/her study path. In recent years, the University of Padua has enhanced the tutoring actions to facilitate the transition of the students into University. The university of Padua has adopted a tutorial model based on a Spanish original one, which is based on strengthening some soft skills through training, meetings with teachers, peer tutors and experts. Starting from the guidance needed from the university students, I am going to present the results of the Formative Tutoring Program - FTP (Da Re, 2017) based on 944 Cawi survey responses. The results show that those taking part in the FTP are satisfied with the proposed interventions and that say they have greatly improved their knowledge of the university and they have successfully integrated themselves into the academic environment.In linea con gli obiettivi dello Spazio Europeo dell’Istruzione Superiore, orientamento e tutorato contribuiscono al miglioramento della didattica, ponendo lo studente al centro del processo formativo, accompagnandolo durante il suo percorso di studio. Negli ultimi anni l’Università di Padova ha rafforzato le azioni tutoriali per favorire la transizione all’Università degli studenti, adottando un modello tutoriale di origine spagnola, che si basa sul potenziamento di alcune competenze trasversali tramite incontri formativi con docenti, peer tutor ed esperti. A partire dai bisogni orientativi degli studenti universitari, vengono presentati alcuni risultati del Programma di Tutorato Formativo - TF (Da Re, 2017), relativamente a 944 studenti rispondenti a un’indagine Cawi. Dai risultati emerge che chi partecipa al TF è soddisfatto degli interventi proposti e dichiara di aver notevolmente migliorato la conoscenza dell’università e di essersi integrato proficuamente nel mondo accademico

Immagini restituite dal RAV: una scuola che “RI-produce”

The recent introduction of the RAV-Rapporto di autovalutazione in the schools hasforced the educational institutions to put on paper some elements that allow to beginfor understanding better choices and problems of each school in connection with thereference environment.Starting from data published in the RAVs of all the public secondary schools in FriuliVenezia Giulia and Veneto, our hypothesis was to argument the problem of reproductionof the social structure from the school institutions. This is strictly related with theidea that the national assessment tests are built in the image of an only culture shape,in our case the one spread and reproduced by the “Licei”. Starting from that, we tried tojustify the newness of a differentiation of national assessment tests in the secondaryschool.L’introduzione del RAV-Rapporto di autovalutazione nelle scuole ha costretto gli istitutiscolastici a mettere sulla carta una serie di elementi che consentono di cominciare a comprenderemeglio le scelte e i problemi di ciascun Istituto in rapporto al territorio di riferimento.A partire dai dati pubblicati nei RAV di tutte le scuole secondarie di secondo grado statalidel Friuli Venezia Giulia e del Veneto, la nostra ipotesi è stata quella di argomentare il problemadella riproduzione della struttura sociale esistente da parte delle istituzioni scolasticheche si dimostra strettamente legata all’idea che le prove valutative nazionali sianocostruite “a immagine e somiglianza” di una sola forma di cultura, nel nostro caso quelladiffusa e riprodotta dai licei. A partire da questo, si è cercato di giustificare l’attualità di unadifferenziazione delle prove valutative nazionali nella scuola secondaria di secondo grado

Abandono, rendimiento académico y tutoría: una investigación de la Universidad de Padua

The University of Padua has recently integrated usual tutoring actions with a new experimentalformative tutoring program. It aims to improve students’ academic success and toreduce university drop-out, by means of reinforcing soft skills, which are particularly usefulfor the career of a student. A computer-assisted web interviewing survey was designedin order to define the profile of potential users of the program, to observe—in variousacademic contexts—the characteristics of the drop-out phenomenon and of student performance,and finally, to assess knowledge and use levels of tutoring services. The surveyinvolved 754 students, enrolled during 2012-13 academic year in three first-level degreecourses, which were selected as case studies for the experiment. In this study we presentthe survey questionnaire, the indicators used for data collection, and some results thatwe consider of particular interest for the implementation of the program.La Universidad de Padua recientemente ha integrado, de forma experimental, a las tradicionales acciones de tutoría, un nuevo Programa de Tutoría Formativa, que pretende promover el éxito académico de los estudiantes y enfrentar los problemas relacionados con el abandono de los estudios, a través del fortalecimiento de algunas competencias trasversales que son  particularmente útiles para el curso de estudio específico. Con el fin de definir el perfil de los potenciales estudiantes usuarios del programa, detectar las características del abandono y del rendimiento en contextos específicos y, finalmente, evaluar el conocimiento y el uso de los serviciosde tutoría, se diseñó y llevó a cabo una encuesta web en una cohorte de 754 estudiantesmatriculados en el año académico 2012/13 en 3 grados elegidos como casos de estudio para la experimentación. En este artículo se presenta el instrumento y los indicadores utilizados para la recogida de información y algunos resultados que se consideran de particular interés para laaplicación del Programa

The formative tutoring programme in preventing university drop-outs and improving students' academic performance. The case study of the University of Padova (Italy)

The Spanish model of Tutoria Formativa de Carrera may be viewed as a useful strategy to improve student performance and prevent the drop-out phenomenon. In order to verify its adaptability to the Italian academic context, an experimental programme was carried out in three first-cycle degree courses in an Italian university: case studies were chosen according to their high drop-out and low performance rates. A year-long programme of tutoring, together with peer and service tutoring, was proposed to enrolled students, the main aims being to facilitate the transition between secondary school and university, to foster students' integration within the university context and their approach to university-level study, and to guide them towards conscious decisions about their personal and professional careers. By means the innovative approach based on primary prevention and student-centred perspective, substantial results were obtained, highlighting the educational dimension of tutoring, by integration of peer and service tutoring with a new tutoring role for the teaching staff

Aspetti strategici, motivazionali ed emotivi e successo accademico. Progettazione e conduzione di un'indagine sugli studenti dell'Università di Padova [Technical Report Series, 1/2012]

Quali sono le principali cause che incidono sull’abbandono, sul ritardo e sul cambio di percorso negli studi universitari? Quali atteggiamenti e quali risorse personali mettono in campo gli studenti che riescono a superare le difficoltà? Quali servizi si sono dimostrati efficaci nel contrastare i fenomeni di rallentamento e ridefinizione dei percorsi? Per rispondere a questi quesiti è stata progettata e condotta un’indagine su una coorte di 8473 studenti di ordinamento ex D.M. 509/99, immatricolati nei Corsi di Laurea triennale dell’Ateneo di Padova nell’anno accademico 2006/07. Scopo principale dell’indagine è di valutare come gli aspetti strategici, motivazionali ed emotivi siano collegati alla carriera universitaria, e di elaborare un profilo degli studenti che abbandonano o rallentano gli studi come pure degli studenti che lo completano in modo regolare. Ricercatori di ambito psico-pedagogico, oltre che statistico, hanno collaborato alla costruzione dello strumento, affinché riuscisse ad integrare questo complesso ventaglio di aspetti del fenomeno. Il questionario, somministrato via web, ha inoltre rilevato l’utilizzo dei servizi di sostegno agli studenti offerti dall’Ateneo (Tutorato, SAP-DSA). Questo lavoro illustra le fasi di progettazione e conduzione dell’indagine, nonché il trattamento dei dati elementari e il sistema di ponderazione utilizzato per superare i problemi di autoselezione dei rispondenti e le prime risultanze di tipo descrittivo

Exploring Good Teaching Practices and Needs for Improvement: Implications for Staff Development

The article presents the results of a study that mapped academics' teaching excellences, needs and areas for improvement to tailor educational staff development initiatives. Academics from seven Italian universities (Bari, Camerino, Catania, Florence, Foggia, Genoa, Turin) completed a survey that included three open-ended questions, aimed at exploring innovative practices, critical aspects and types of desired support. The study involved 7.278 professors who received the survey; 4.289 completed the main questionnaire, with a response rate of about 59%. Academics' answers were analyzed by content analysis through the software Atlas.ti. For each question, results offer a wide picture of main elements mentioned by respondents. This experience represents an integrated systemic initiative using research to inform practices, promoting a shared culture of teaching and learning in higher education, that is critical for the vitality of the academic environment, as well as a scholarly approach aimed at valuing teaching and identifying tailored strategies to improve it. In fact, content analysis allowed researchers to design a multi-level action plan, taking into account three different stages: an institutional level, an inter-institutional one, and a national one

Teaching competences in Italian universities: an attempt of classification to inform professional development processes

[EN] How we can improve the quality of teaching in the university degree courses? What are the professors’ practices and the beliefs about their role in the students’ learning process? A group of spokespersons of seven Italian Universities has carried out an integrate sources study to answer those questions and to define a programme of activities for developing didactic skills of the teachers. This paper aims to illustrate the design and the results of a research project which involved 4,289 university professors (59% of the target population), who were teaching courses at bachelor and master level during the academic year 2014/15. The data were directly gathered by a CAWI questionnaire which was distributed to the whole teaching staff; the survey results were linked to administrative data related to the educational offer and students’ evaluation of teaching in the same academic year. The results were summarized using some indicators, which showed the diffusion of good practices of teaching, support needs, beliefs, interest and availability of the respondents. We verified the reliability of these indicators and, by means of them, we identified sub-groups of areas of expertise and needs to involve teachers in appropriate different and integrated activities, directed to develop teachers’ professional competences.Felisatti, E.; Aquario, D.; Clerici, R.; Da Re, L.; Paccagnella, O.; Serbati, A. (2017). Teaching competences in Italian universities: an attempt of classification to inform professional development processes. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 1007-1014. https://doi.org/10.4995/HEAD17.2017.5498OCS1007101

La valutazione del tutorato formativo per gli studenti universitari

The text presents the evaluation model of an experimental program of extracurricular activities aimed at preventing drop-outs and promoting the empowerment of new university students, through the development of transversal skills. The training tutoring program being evaluated was proposed in eight first level degree courses of the University of Padua

Tutoring and Mentoring at the University Level: Experiences in Padua and Burgos

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