Abstract

This article considers the results of a survey that the University of Naples Federico II conducted with a group of teachers attending the PAS—Percorsi di abilitazione speciale (training programmes for the achievement of the professional teaching qualification) (The PAS, as provided by DDG n. 58 of 25 July 2013, published in the Official Gazette of 30 July, instituted by Afam Athenaeums and Institutions yearly, are training programmes for obtaining qualification as a teacher for pre-primary, primary and secondary schools in Italy)—through the experimental use of Digital Storytelling. The methodology used for the workshop, adopted within the course of Pedagogy of Learning Processes, involved a group of nearly 80 teachers of different subjects, so that perceptions and reflections could be explored in relation to possible disciplinary applications of the digital narration method.

Highlights

  • At the international level, there is already a broad diffusion of the methods of intervention based on the observation and the analysis of video sessions recorded to facilitate and improve the ability of reflecting, enhancing awareness of the dynamics displayed, increase the sense of professional auto-efficacy, promote innovation and improve the teaching processes.In this case, our purpose was to integrate contents related to learning/teaching from the psychopedagogic point of view with the elaboration of digital products

  • The development of digital skills as a significant instrument for the reflexion of each teacher consisted in the use of seven basic skills of digital storytelling [11,12,13]

  • Are the 10 titles of digital storytelling produced by the group of teachers: “I learn

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Summary

Introduction

There is already a broad diffusion of the methods of intervention based on the observation and the analysis of video sessions recorded to facilitate and improve the ability of reflecting, enhancing awareness of the dynamics displayed, increase the sense of professional auto-efficacy, promote innovation and improve the teaching processes. In this case, our purpose was to integrate contents related to learning/teaching from the psychopedagogic point of view with the elaboration of digital products. This in turn affects the learning motivation that increases the sense of efficacy and the motivational role in the learning context

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