CURRICULUM, INSTRUCTION, AND PEDAGOGY article
Front. Educ.
Sec. Educational Psychology
Volume 9 – 2024 |
doi: 10.3389/feduc.2024.1268936
Provisionally accepted
- 1
University of Macerata, Macerata, Italy - 2
University of Studies G. d’Annunzio Chieti and Pescara, Chieti, Abruzzo, Italy
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The paper analyzes the impact of uncertainty on teaching and proposes a method to rethink learning design and teaching action management and to renew future teachers’ training paths. Specifically, the research focuses on how learning design can help future teachers deal with the unexpected. We propose design strategies, including modularity, anticipation, hierarchy, redundancy, and deviation formalized in the “Design for the Unexpected in Education” (DUE) method, and we present the results of research conducted on initial teacher education at the University of Macerata. The data analysis of future teachers’ learning designs and post-action reflections shows meaningful changes. In fact, after specific training and introducing the DUE method, future teachers can deal more confidently with the unexpected and achieve planned goals. Future teachers also refer that anxiety is reduced through prior discussion of uncertainty and available regulation strategies.
Keywords:
uncertainty, Planning for the Unexpected, Initial teacher training, Learning design, Regulation in Action
Received:
28 Jul 2023;
Accepted:
30 Jul 2024.
Copyright:
© 2024 Capolla, Gratani, Pentucci, Giannandrea and Rossi. This is an
open-access article distributed under the terms of the
Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted,
provided the original author(s) or licensor are credited and that the
original publication in this journal is cited, in accordance with accepted
academic practice. No use, distribution or reproduction is permitted which
does not comply with these terms.
* Correspondence:
Lorenza M. Capolla, University of Macerata, Macerata, Italy
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