The Erasmus Allophone Teacher Academy (ALTA) project falls within the framework outlined by the Action Plan for Integration and Inclusion 2021-2027 (2020), which identifies among its priority objectives the training of teachers to develop specific skills to address cultural, religious, and linguistic diversity and to manage multicultural and multilingual classrooms. The project is structured in a series of actions to be developed over the academic triennium 2022-2025. In the first two years, 2022-2023 and 2023-2024, four pedagogical training mobilities were organized, focusing on training workshops aimed at university trainers: internship tutors, teachers, and members of the project’s scientific committee. In the Academic Year 2024-2025, the experimentation of the methodological-didactic prototype and the Learning Unit proposals, designed by the students with the support of internship tutors and course teachers, is planned to take place at the Enrico Fermi Comprehensive Institute in Matera. The contribution describes the theoretical assumptions of the research-training project involving students, teachers, and internship tutors of the Primary Education Sciences degree course.
Il progetto Erasmus Allophone Teacher Academy (ALTA) si iscrive nel quadro delineato dal Piano d’azione per l’integrazione e l’inclusione 2021-2027 (2020) che individua tra gli obiettivi prioritari la formazione degli insegnanti affinché sviluppino specifiche competenze per affrontare la diversità culturale, religiosa, linguistica e per gestire aule multiculturali e multilingue. Il progetto è articolato in una serie di azioni da sviluppare nel triennio accademico 2022-2025. Nei primi due anni, 2022-2023 e 2023-2024, sono state organizzate quattro mobilità di formazione pedagogica, incentrate su laboratori formativi destinati ai formatori universitari: tutor di tirocinio, docenti e componenti del comitato scientifico del progetto. Nell’Anno Accademico 2024-2025 è prevista la sperimentazione delle proposte metodologico-didattiche e delle Unità di Apprendimento, progettate dagli studenti con il supporto dei tutor di tirocinio e dei docenti del Corso di Studi, presso l’Istituto Comprensivo Enrico Fermi di Matera. Il contributo descrive i principali riferimenti teorici del progetto di ricerca-formazione che coinvolge gli studenti, i docenti e i tutor di tirocinio del CdS in Scienze della Formazione Primaria.
Il progetto Erasmus ALTA in Basilicata: riferimenti teorici
Calenda
2024-01-01
Abstract
The Erasmus Allophone Teacher Academy (ALTA) project falls within the framework outlined by the Action Plan for Integration and Inclusion 2021-2027 (2020), which identifies among its priority objectives the training of teachers to develop specific skills to address cultural, religious, and linguistic diversity and to manage multicultural and multilingual classrooms. The project is structured in a series of actions to be developed over the academic triennium 2022-2025. In the first two years, 2022-2023 and 2023-2024, four pedagogical training mobilities were organized, focusing on training workshops aimed at university trainers: internship tutors, teachers, and members of the project’s scientific committee. In the Academic Year 2024-2025, the experimentation of the methodological-didactic prototype and the Learning Unit proposals, designed by the students with the support of internship tutors and course teachers, is planned to take place at the Enrico Fermi Comprehensive Institute in Matera. The contribution describes the theoretical assumptions of the research-training project involving students, teachers, and internship tutors of the Primary Education Sciences degree course.| File | Dimensione | Formato | |
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