The TeachIng and Learning Development (TILD) project, promoted by the University of Foggia within the initiatives of the University Strategic Plan 2020–2022, is a research/training model addressed to university teachers with the aim of increasing their planning, methodological-didactic, technological, communicative-relational, evaluative, research and professional development competences. The evaluation of the project's effectiveness in implementing the professional competences envisaged different levels of impact. The aim of this contribution is to verify how the training has produced changes in the quality of the syllabi produced by the teachers, especially in relation to: the formulation of observable and measurable learning outcomes; the effective alignment between learning outcomes, teaching methods and evaluation methods; the definition of teaching methodologies and activities proposed. For this purpose, the syllabi of 66 teachers who participated in TILD compiled both before (a.y. 2021/22) and at the conclusion of the training activities (a.y. 2022/23), were evaluated by a group of experts using an adaptation of a validated rubric. Analysis of the data shows an improvement in the quality of participating teachers’ syllabi and highlights areas for future improvement for the development of university teachers’ professional competencies.
Assessing the Impact of the TILD Faculty Development Program Through Pre-Post Analysis of Teacher Syllabi
De Angelis M.;
2024-01-01
Abstract
The TeachIng and Learning Development (TILD) project, promoted by the University of Foggia within the initiatives of the University Strategic Plan 2020–2022, is a research/training model addressed to university teachers with the aim of increasing their planning, methodological-didactic, technological, communicative-relational, evaluative, research and professional development competences. The evaluation of the project's effectiveness in implementing the professional competences envisaged different levels of impact. The aim of this contribution is to verify how the training has produced changes in the quality of the syllabi produced by the teachers, especially in relation to: the formulation of observable and measurable learning outcomes; the effective alignment between learning outcomes, teaching methods and evaluation methods; the definition of teaching methodologies and activities proposed. For this purpose, the syllabi of 66 teachers who participated in TILD compiled both before (a.y. 2021/22) and at the conclusion of the training activities (a.y. 2022/23), were evaluated by a group of experts using an adaptation of a validated rubric. Analysis of the data shows an improvement in the quality of participating teachers’ syllabi and highlights areas for future improvement for the development of university teachers’ professional competencies.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
