The Role of University Teachers’ Educational Competencies in Enhancing Teaching Quality: an Experimental Study
DOI:
https://doi.org/10.15160/2038-1034/3250Keywords:
university teaching, teacher education, active methodologies, educational innovationAbstract
Within the context of the ongoing renewal of university teaching, this contribution presents an analysis of data emerging from focus groups (26 participants) conducted within the three-year project “The Pedagogical Perspective for University Teacher Education” (PPFDU), promoted by the University of Naples Federico II. The analysis, carried out using T-Lab software, made it possible to identify not only recurring thematic patterns but also the implicit relationships among the different dimensions of teaching practice. Overall, the findings portray a university teaching context in transition, oriented toward the development of a systemic professional competence in teachers, capable of coherently and dynamically integrating disciplinary knowledge with pedagogical competencies, and of adapting strategies, methodologies, and tools to diverse educational needs and contexts.
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