Progettazione didattica e co-regolazione nell’alternanza tra laboratori in Università e tirocinio a scuola

This qualitative study focused on co-regulation processes related to the actions and the beliefs of pre-service teacher students specifically on the transition from on-campus university workshop to real classroom teaching. We examined a course hold through the collaboration between University and Primary School that implements a problem-based learning curriculum using Lego Mindstorms NXT 2.0 robots. The corpus of data were collected through reflexive written and focus group; texts were analyzed with ADAP grid (Discourse Analysis about Professional Development, Balslev, Vanhulle, Dieci, 2015). We found heuristic categories that define action strategies, competencies, conceptual change and new teaching knowledge