In the Era of BYOD and seamless learning, this study identifi es a number
of specifi c characteristics of initial teacher training mediated by technology,
through the results of an exploratory survey with 154 future teachers who
have attended the past three editions of the enabling training courses (PAS
and TFA), at the University of Trieste. The questions on which the research
worked were: teachers are distracted while they study using technologies?
Are there strategies of self-regulation and study support that future teachers
prefer and implement more effectively? The results show that teachers feel
they have the control on factors of external distractibility, and know how
to use strategies based on self-regulation and metacognitive control. Less
frequent is instead the use of strategies related to emotional control. Such
information may guide the formative moments during the teacher professional
development, motor and dynamo of educational change in the world school.
