Ottavia Trevisan
Biographic Data
| ID | 6155487 |
|---|---|
| NAME | Ottavia Trevisan |
| GIVEN NAMES | Ottavia |
| FAMILY NAME | Trevisan |
| SIGNATURE | TREVISAN O |
| AFFILIATIONS | University of Padua |
| ORCID | 0000-0003-0522-935X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Pixels and pedagogy
The anticipated educational transformation through technology integration remains largely unrealised. Research reveals that technology’s impact on learning depends heavily on teachers’ skills, values, and dispositions—core elements of teacher identity. The study introduces the Multiple Contexts Influencing Student Teachers’ Identities with Technology (MISTT) instrument, designed to explore how student-teachers perceive their professional identiti…
Preparing preservice teachers to teach with digital technologies
This systematic review responds to the critical need to equip preservice teachers with the competencies to use technologies within an increasingly digital educational landscape. Given the fact that new ways to learn digitally are constantly emerging, new strategies are needed to support future teachers' digital practices in a different context. This replication study builds upon the Synthesis of Qualitative Data (SQD) model, offering an updated s…
Linking early indicators of reality shock with the quality of preservice teachers’ pedagogical reasoning
Novice teachers often face reality shock, leading to poor performance and dropout. Strong pedagogical reasoning is crucial for early-career retention and effectiveness. Initial teacher education programmes use field-based internships to mitigate reality shock upon entering the profession, but the connection between these experiences and pedagogical reasoning quality is unclear. Through semi-structured interviews this study examined 38 preservice …
Teacher digital identity divergences
Despite high‐quality initial teacher education (ITE), a notable proportion of newly graduated teachers encounter a stark reality shock upon entering the profession, facing burnout and suboptimal teaching performance. While internships during ITE are often seen as a potential solution to bridge the gap between theory and practice, their effectiveness is questioned. This multiple‐case study ( N = 38) delves into the ideals and attributes of teacher…
Factors shaping faculty online teaching competencies during the Covid-19 pandemic
Assessing approaches to learning with nonparametric multidimensional scaling
This article reports on a trace‐based assessment of approaches to learning used by middle school aged children who interacted with NASA Mars Mission science, technology, engineering and mathematics (STEM) games in Whyville , an online game environment with 8 million registered young learners. The learning objectives of two games included awareness and knowledge of NASA missions, developing knowledge and skills of measurement and scaling, applying…
EDUsummIT
Probing the quality of preservice teachers’ pedagogical reasoning & action (PR&A) in internships
Probing the quality of preservice teachers’ pedagogical reasoning & action (PR&A) in internships
Teacher digital identity divergences
Despite high‐quality initial teacher education (ITE), a notable proportion of newly graduated teachers encounter a stark reality shock upon entering the profession, facing burnout and suboptimal teaching performance. While internships during ITE are often seen as a potential solution to bridge the gap between theory and practice, their effectiveness is questioned. This multiple‐case study ( N = 38) delves into the ideals and attributes of teacher…
Factors shaping faculty online teaching competencies during the Covid-19 pandemic
Assessing approaches to learning with nonparametric multidimensional scaling
This article reports on a trace‐based assessment of approaches to learning used by middle school aged children who interacted with NASA Mars Mission science, technology, engineering and mathematics (STEM) games in Whyville , an online game environment with 8 million registered young learners. The learning objectives of two games included awareness and knowledge of NASA missions, developing knowledge and skills of measurement and scaling, applying…
EDUsummIT
Probing the quality of preservice teachers’ pedagogical reasoning & action (PR&A) in internships
Teacher digital identity divergences
Despite high‐quality initial teacher education (ITE), a notable proportion of newly graduated teachers encounter a stark reality shock upon entering the profession, facing burnout and suboptimal teaching performance. While internships during ITE are often seen as a potential solution to bridge the gap between theory and practice, their effectiveness is questioned. This multiple‐case study ( N = 38) delves into the ideals and attributes of teacher…
Preparing preservice teachers to teach with digital technologies
This systematic review responds to the critical need to equip preservice teachers with the competencies to use technologies within an increasingly digital educational landscape. Given the fact that new ways to learn digitally are constantly emerging, new strategies are needed to support future teachers' digital practices in a different context. This replication study builds upon the Synthesis of Qualitative Data (SQD) model, offering an updated s…
Linking early indicators of reality shock with the quality of preservice teachers’ pedagogical reasoning
Novice teachers often face reality shock, leading to poor performance and dropout. Strong pedagogical reasoning is crucial for early-career retention and effectiveness. Initial teacher education programmes use field-based internships to mitigate reality shock upon entering the profession, but the connection between these experiences and pedagogical reasoning quality is unclear. Through semi-structured interviews this study examined 38 preservice …
Pixels and pedagogy
The anticipated educational transformation through technology integration remains largely unrealised. Research reveals that technology’s impact on learning depends heavily on teachers’ skills, values, and dispositions—core elements of teacher identity. The study introduces the Multiple Contexts Influencing Student Teachers’ Identities with Technology (MISTT) instrument, designed to explore how student-teachers perceive their professional identiti…
Psychology (6 works) · Pedagogy (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Teacher Education and Leadership Studies (4 works) · Internship (3 works) · Medical education (3 works) · Medicine (3 works) · Online and Blended Learning (3 works) · Digital literacy in education (2 works)