The relationship between teacher training and education quality, particularly under Law 107/2015, has sparked debate. While formal training is crucial, it often lacks teaching methods. Informal training within schools is gaining recognition, tapping into teachers experiential knowledge. Communities of practice and informal exchanges among teachers are vital for sharing this knowledge. This necessitates reflection on school restructuring, emphasizing teach’rs'roles as knoledge mediators. Utilizing netnography methodology, this contribution proposes investigating chats to enrich professional development by sharing knowledge, emotions, and experiences.
WHATSAPP GROUPS AMONG (FUTURE) SUPPORT TEACHERS: REFLECTION ON SHARED PROFESSIONAL DEVELOPMENT
Barbara Bocchi
2024-01-01
Abstract
The relationship between teacher training and education quality, particularly under Law 107/2015, has sparked debate. While formal training is crucial, it often lacks teaching methods. Informal training within schools is gaining recognition, tapping into teachers experiential knowledge. Communities of practice and informal exchanges among teachers are vital for sharing this knowledge. This necessitates reflection on school restructuring, emphasizing teach’rs'roles as knoledge mediators. Utilizing netnography methodology, this contribution proposes investigating chats to enrich professional development by sharing knowledge, emotions, and experiences.| File | Dimensione | Formato | |
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