Calendar: PhD SPEF

Research on inclusion, well-being and sustainability in education 

MODULO E - Learning, Design and technology (Academic Coordination: Marina de Rossi, Graziano Cecchinato, Corrado Petrucco)

Beato Pellegrino - Sala Multimediale/Riunioni

Abstract

This seminar explores the relationship between educational research and the professional growth of teachers, with a specific focus on evaluating the effectiveness of in-service teacher training programs. While continuous professional development is widely recognized as essential to maintaining teaching quality, questions remain about how to assess its actual impact on classroom practices and student outcomes. Drawing on recent international studies, the session will introduce key methodological approaches for analyzing teacher training initiatives, ranging from large-scale quantitative surveys to qualitative case studies. Particular attention will be given to how research evidence can inform the design of training programs that not only update teachers’ skills but also foster reflective practice, collaboration, and long-term professional engagement.
Participants will be encouraged to critically examine the challenges of connecting research and practice, including the tension between policy-driven expectations and the everyday realities of teaching. Through interactive discussion, we will reflect on how to measure “effectiveness” beyond traditional indicators, considering aspects such as teacher motivation, autonomy, and innovation in pedagogical approaches. The seminar aims to provide both a conceptual framework and practical insights, equipping university faculty and trainers with tools to design, evaluate, and improve in-service teacher training that truly enhances educational quality.

References

• Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational leadership, 59(6), 45-51.
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA, USA: Learning Policy Institute.
• Foschi, L. C., & Cecchinato, G. (2019). Validity and reliability of peer-grading in in-service teacher training. Italian Journal of Educational Research, Special Issue, 177-194.