Transforming the governance processes of the University, the training government organization for excellence, implicates the reassessment of expertise, knowledge and qualifications of teachers engaged in novel think-over practices, along with the acquisition of a critical attitude towards their own didactic approaches. The aforementioned changes encouraged the research community to question about the training processes designed for university teachers in order to promote the development of a didactic methodology to meet the demands of excellence required by the European education policies. This manuscript aims to providing to re-enact the Italian regulatory pathway in regard to the university evaluation processes starting from the 1990s to the present day; we emphasize the impact on the didactic approach, which has been significantly influenced by the new organizational models proposed or imposed by Universities. Following the Bologna process, education has been promoted as an element of social growth in the contest of the European community that aspires to rely more and more on world knowledge and competitiveness, and which today appears to be committed to developing economy and employment by encouraging and enhancing training in various ways and by the employment of multiple educational actors, with the involvement of academic institutions and communities. Over the years the University of Foggia sponsored numerous initiatives in this direction. Herein, we describe a specific training course (established by the recently activated Permanent Learning Center) that aims to guaranteeing the quality of the training courses and therefore designated for all newly promoted teachers (2016-2017). The objective of the aforesaid training initiative is to develop and deepen the didactic proficiencies in line with the quality assurance guidelines of the Italian AVA2 system.
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