Autoefficacia e resilienza del docente universitario

In the field of university teaching, many research highlights that the role of the university teacher acquires a different connotation than the traditional model, assuming today the function of guide, accompanist, facilitator and mentor (Kim, Khera & German, 2014; Sultan, 2018). The research aims to provide theoretical references on the quality of teaching in universities and teacher training, to improve it, in a research report agile stimulating interpretation of results, useful within a TLC (Teaching and Learning Center). Taking about the recent results of the reference literature, we want to verify if the effectiveness of innovative teaching interventions (Flipped and Service Learning) can improve the quality of teaching and evaluation actions of university teachers through the development of resilience and self-efficacy. Some studies (Billig & Furco, 2002; Bringle & Hatcher, 2009; Day, Fleenor, Atwater, Sturm & McKee, 2014; Maddux & Kleiman, 2018; Selmo, 2018) claim that the beliefs that university teachers possess about their Self-Efficacy affect not only the way they work, but especially the learning outcomes and the sense of self-efficacy of their students. So the perception of self-efficacy of teachers therefore seems to be a decisive factor in achieving effective and resilient university education. This research therefore aims to investigate this construct in a sample of university teachers, noting on the one hand the possible impact of variables such as previous teaching experiences and self-efficacy in the use of innovative teaching models, and on the other hand those necessary personal characteristics that a teacher should have today, such as commitment, motivation and knowledge of adequate methodologies and evaluation tools