italiano As a flipped report between technologies and methodologies: an initial teacher education experience through digital storytelling. italiano

Abstract

Vocational and training policies on teacher education, as well as the new perspectives in educational research, recall the responsibility for the development of technology skills, linked to the need to remodulate teaching methodologies to better support them. Within this framework, digitalstorytelling (DST) supports in school practice the elaboration of recounting of events to foster students’ learning processes, but it can also represent a device to support the teacher initial training promoting the rethinking and metacognition of educational experiences. The article wants to describe the use of the DST to describe a training experience into traineeship activities related to course in Teacher Primary Education: reporting significant elements of educational practice in order of "critical events" and in agreement with the technical references of DST, the students were able to: identify and argue the meaning of their experience achievement through a reflective disposition; acquire a better self-awareness about own activity; demonstrate the value of training experience with both personal and professional repercussions and implications. Results tend to demonstrate the priority of reflexive and methodological reasons over others focused on performative and efficiency skills related to the use and development of digital technologies, redefining in a "flipped" sense the core of pedagogical and meaning dimensions in personal and professional teacher education.