<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>This article reports on the results of a teacher training course in which 41 teachers, working together with three university researchers, experienced a different way to engage in meaningful teaching and learning activities in design, coding and robotics. The course was run in an Italian school during the lock-down period of the Covid-19 pandemics. The training path had the objective to make the participants work differently, acting both as researchers and as teachers in training. The research reported in this article examined if and how an online teacher training course could act as a third space between school and academic cultures to achieve a negotiation of pedagogical practices.</p>
<p>Findings from the study, collected through pre-post questionnaires and open-ended discussions, highlight an improvement in knowledge related to coding and robotics. Moreover, during the course, teachers experienced a new approach to space-time dimensions, first-hand experimentation and a collaborative approach, leading to greater perceived confidence in their skills and competences.</p>
</abstract>

This article reports on the results of a teacher training course in which 41 teachers, working together with three university researchers, experienced a different way to engage in meaningful teaching and learning activities in design, coding and robotics. The course was run in an Italian school during the lock-down period of the Covid-19 pandemics. The training path had the objective to make the participants work differently, acting both as researchers and as teachers in training. The research reported in this article examined if and how an online teacher training course could act as a third space between school and academic cultures to achieve a negotiation of pedagogical practices.
Findings from the study, collected through pre-post questionnaires and open-ended discussions, highlight an improvement in knowledge related to coding and robotics. Moreover, during the course, teachers experienced a new approach to space-time dimensions, first-hand experimentation and a collaborative approach, leading to greater perceived confidence in their skills and competences.

Crossing boundaries: documentation of a teacher training course on design, robotics and coding

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This article reports on the results of a teacher training course in which 41 teachers, working together with three university researchers, experienced a...

Crossing boundaries: documentation of a teacher training course on design, robotics and coding

Online veröffentlicht: 01. Sept. 2021

Seitenbereich: 85 - 92

DOI: https://doi.org/10.2478/rem-2020-0010

Schlüsselwörter
online teacher training, professional learning, teaching and learning, learning contexts

© 2020 Lorella Giannandrea et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Crossing boundaries: documentation of a teacher training course on design, robotics and coding

Online veröffentlicht: 01. Sept. 2021

Seitenbereich: 85 - 92

DOI: https://doi.org/10.2478/rem-2020-0010

Schlüsselwörteronline teacher training, professional learning, teaching and learning, learning contexts

© 2020 Lorella Giannandrea et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Schlüsselwörter
online teacher training, professional learning, teaching and learning, learning contexts