Valutare la percezione dei docenti alla propensione al cambiamento e alla promozione del problem Solving: il Progetto ideal

The research investigated the degree to which teachers perceive the importance of Problem Solving both as a competence to be promoted with students and as a methodology (Problem Based Learning) that stimulates new teaching and assessment practices. The survey was carried out on a sample of teachers who participated in IDeAL1, a project with a design-based approach that included strong training support, and a group of teachers chosen randomly and voluntarily. The methodology used for the research was qualitative-quantitative (mixed method) (Creswell & Clark, 2017) according to an explanatory sequential design. A first quantitative phase aimed to investigate teachers' perceptions with respect to the promotion of SP with students and the propensity to change teaching techniques and strategies through five dimensions identified as follows: Problem Solving, Teaching Methodologies, Teaching Technologies, Learning Spaces and Environments, Assessment. A second qualitative phase was carried out through two focus groups (Morgan, 1996; Acocella, 2015) in order to deepen the results that emerged from the questionnaires and test the hypotheses.