Educational reflective practices最新文献

{"title":"Ad occhi aperti verso il futuro. Il ruolo del digital storytelling nella progettazione partecipata di percorsi di orientamento","authors":"A. Borgogni, Marco Lazzari, A. Ponzoni, S. Tomelleri","doi":"10.3280/ERPOA1-2021OA11520","DOIUrl":"https://doi.org/10.3280/ERPOA1-2021OA11520","url":null,"abstract":"The project described in this contribution has been planned to support, through a peer tutoring based on digital storytelling, students coming from vocational upper secondary schools to find their pathways in the Educational Sciences bachelor’s degree course. The project has been grounded on two main conceptual frames. The phenomenological approach, reflecting on authentic and unauthentic existential planning and discussing the words choice and difference . The paradigm of complexity, debating against the underground ruler represented by the paradigm of simplification. Therefore, the university guidance is presented in its political relevance in the light of the low grade of social mobility in Italy, which is affecting those, here named meta-frails – as school-leaver aiming at university bachelor’s degree, who unlikely could achieve antifragility. The actions (tutoring, guidance through ICTs, self-assessment of the attitudes towards the placement, training for the students and for the university’s tutors) and the meanings of the narrative approach through digital storytelling have been reviewed focusing on the link between organizational context and expectations in the light of the semiotic irreducibility of the narration. In conclusion, the entire pathway of the project has been recontextualized in the actual pandemic emergency focusing on the opportunities for a transformative organizational learning of the university.","PeriodicalId":163593,"journal":{"name":"Educational reflective practices","volume":"24 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132702752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Verso la costruzione dell'identità professionale: un percorso di self-assessment per gli educatori del CdS L-19","authors":"R. Piazza, Simona Rizzari","doi":"10.3280/ERPOA1-2021OA11514","DOIUrl":"https://doi.org/10.3280/ERPOA1-2021OA11514","url":null,"abstract":"The internship experience represents for the students of the Degree Course L-19 an opportunity to strengthen their professional identity. In particular, it allows students to learn how to manage the dynamics of educational work with awareness and agency. Internship provides also the opportunity for the self-assessment of the knowledge acquired during their university studies and it is able to create a connection between university and workplaces. However, this experience, although fundamental, is not always able to assist students in the construction of their professional identity. The Degree course L-19 of the University of Catania, partner in the project POT “SUPER”, has created a learning course for students to promote a self-evaluation process of the skills acquired during their internship. The researchers of the project organized a self-assessment path for the students, aimed at describing the experiences and identifying their own competences and knowledge useful in the strengthen of their professional identities. This paper analyses the learning pathway, which was experimented on a target group of students, and the first results achieved.","PeriodicalId":163593,"journal":{"name":"Educational reflective practices","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127088264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educatori, assistenti sociali, psicologi e insegnanti: uno strumento per l'autovalutazione delle rappresentazioni professionali degli studenti","authors":"P. Ricchiardi, E. Torre, L. Colombo, Marilena Dellavalle, C. Ghislieri, P. Torrioni","doi":"10.3280/ERPOA1-2021OA11510","DOIUrl":"https://doi.org/10.3280/ERPOA1-2021OA11510","url":null,"abstract":"The socio-psycho-educational professions present distinct professional curricula in Italy, due to the need to train professionals with a differentiated profile of skills. However, the social, educational and psychological work are often considered similar by students who are orienting themselves, for of an alleged common denominator, connected above all to the ethical aspects of the profession and to the recipients of the “educational or care actions” (eg children, frail subjects). It is not uncommon to find misconceptions and incorrect representations not only in the orientation phase, but also in students who have already arrived more than half of their studies, with the risk of generating drop out, transition to other courses or unsatisfied longterm professional disruption. It is therefore important to accompany students adequately to choose the professional field that best suits their propensities and attitudes, through the use of specific self-assessment tools. For this purpose, a self-assessment scale has been worked out for the socio-psychopedagogical professions. The tool was administered to the second/third year students of the study courses involved (educational sciences, psychological sciences, social service and teacher education), to identify the most frequent misconceptions, to inspire future interventions for the secondary schools.","PeriodicalId":163593,"journal":{"name":"Educational reflective practices","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115219369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Il piano di sviluppo personale: strumento-processo di orientamento e prefigurazione professionale","authors":"M. Cornacchia, G. Chianese, Elisabetta Madriz","doi":"10.3280/ERPOA1-2021OA11491","DOIUrl":"https://doi.org/10.3280/ERPOA1-2021OA11491","url":null,"abstract":"As part of the SUPER project, the Trieste Unit, in line with the general objective of “structuring a system of career guidance and tutoring”, has developed a Personal Development Plan (PDP). PDP is – at the same time – a tool and a process supporting students of the bachelor’s degree in education (L-19) for planning, monitoring and the evaluation of their professional development paths using narrative and reflective practices in concrete contexts. In accordance with the Emerging Adulthood paradigm, PDP can represent an effective tool of narrative guidance for students that are defining their personal and professional identity. It also responds to the need to promote students’ academic and professional success and to support them in the process of prefiguring and building a “reflective professionalism”. In order to make a paperless tool, PDP is supported by Mahara open source software that allow sharing (with internship and external mentors and/or students), uploading of several forms of authentic materials (videos, photos, projects, etc.) and functioning as a repository of one's own good professional practices.","PeriodicalId":163593,"journal":{"name":"Educational reflective practices","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130609928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Un dispositivo di self-directed guidance per orientare alle professioni educative","authors":"Paolo Federighi, Giovanna Del Gobbo, D. Frison","doi":"10.3280/ERPOA1-2021OA11488","DOIUrl":"https://doi.org/10.3280/ERPOA1-2021OA11488","url":null,"abstract":"Within the POT “Super” project, the University of Florence has designed and applied a self-directed guidance device addressed to Secondary Schools students, to support an aware university choice based on prefigurations and professional attitudes. The alignment with the learning outcomes framework produces by Teco D Pedagogy research facilitated a connection between the guidance device and the degree course, along the same professionalization trajectory, also linking the MIUR Guidelines for the design of Pathways for Transversal Skills and for Orientation (PCTO). The contribution offers a description of the device and the implementation protocol and highlights some dimensions of the POT Project that appeared to be innovative and potentially capable of producing positive impact on guidance models in Higher Education.","PeriodicalId":163593,"journal":{"name":"Educational reflective practices","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130203374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curricular dynamics at the Universidad Autónoma del Noreste. Development of soft competencies in students for employability. Thematic core of the conference: Employability practices","authors":"Dulce María del Carmen Villegas Aréchiga, María Teresa Esteban Núñez, Estefanía Villarreal Nájera","doi":"10.3280/ERPOA1-2021OA11526","DOIUrl":"https://doi.org/10.3280/ERPOA1-2021OA11526","url":null,"abstract":"Yturralde (2016) points out, that whether social or labor environments, demand to go beyond just recalling data, follow procedures to obtain a result, to have knowledge based on the time and discipline: he explains that to succeed today, you need to have well-developed soft competencies, or social skills, as Harvard University, Carnegie Foundation, and Standford Research Institute research exposed, on the importance of aptitude against social skills. They concluded that specialized technical knowledge generates 15% of success in professional and occupational activities, while 85% lies in the soft competencies, attitude, self-determination, the capacity of communication, teamwork, critical thinking, and conflict resolution primarily. The Universidad Autonoma del Noreste (UANE), aware of the requirements of the moment and future ones, to develop in students strategic skills, hard and soft competencies required by society and the labor market, began in the year 2005 this longitudinal research with a mixed approach to determine an application methodology for the four teaching techniques (4TD) throughout the learning process of the student and a continuous improvement system through the analysis of results of each semi-annual cross-section. Application of the 4TD strengthens UANE’s educational model, which focuses on the construction of learning for life and work. It encourages student’s learning by relating the curricular objectives with problematic situations of the professional practice and also promoting constructive social interaction among members of work teams, through Problem-Based Learning (PBL), Project-Oriented Learning (POL), Case Method (CM) and Collaborative Learning (CL). In the Students’ Self-Evaluation of both semesters in 2018 and the first semester of 2019, students expressed that applicating the 4TD strengthened their cognitive and social skills. All our university campuses are qualified above 8 in the 4TDscale, which implies strength. It is also an excellent indicator of the teaching performance on developing the students' abilities, which gives relevance to the project. In 2018 the student satisfaction level of all UANE was 97% very satisfied with the application of the four teaching techniques, in general. In the 1st semester of 2019, students expressed 99% being very satisfied with the implementation of 4TD, the level of employability of our students is 70%. This project benefits the teachers with continuous training in the 4TD application, strengthens their teaching practice, and has an impact on the formation commitment to students to cover all current requirements. The project is sustainable over time, given the interest of the UANE in academic quality that sustains the student formation according to our institution Mission of: “Create opportunities to develop exemplary people, committed to their future.”","PeriodicalId":163593,"journal":{"name":"Educational reflective practices","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133085113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mura, A. (a cura di) (2018). Orientamento formativo e Progetto di Vita. Narrazione e itinerari didattico-educativi","authors":"Caterina Garofano","doi":"10.3280/ERPOA1-2021OA11527","DOIUrl":"https://doi.org/10.3280/ERPOA1-2021OA11527","url":null,"abstract":"","PeriodicalId":163593,"journal":{"name":"Educational reflective practices","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128605096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"I luoghi dell'educazione: percorsi multimediali per promuovere l'orientamento al lavoro in un'ottica inclusiva","authors":"Di Gennaro, M. Todino, P. Aiello, Maurizio Sibilio","doi":"10.3280/ERPOA1-2021OA11521","DOIUrl":"https://doi.org/10.3280/ERPOA1-2021OA11521","url":null,"abstract":"The process of identity definition that is characterizing the educational professions due to the recent legislation (DDL 2443/2017 and DM 378/18) has highlighted, among others, the need to outline career guidance paths capable of supporting students towards a conscious construction of their professional identity, with specific attention also to students with disabilities, SLD or particular conditions of discomfort that could affect their future working. To this aim, within the context of the POT project in which the Department of Humanities, Philosophy and Education of the University of Salerno participated as a partner, multi-media paths have been created to allow navigation of some  places of education . The digital technology chosen is the GSuite one and, more specifically, Google Moduli, which has been adapted to present audiovisual content; students are asked to reflect on specific aspects of educational work by answering some stimulus-questions. A short questionnaire was also administered with the double objective of verifying, on the one hand, whether these multimedia paths proved to be really useful and, on the other hand, of exploring the ideas that students have about their future work to provide personalized support and meet their individual needs.","PeriodicalId":163593,"journal":{"name":"Educational reflective practices","volume":"180 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133987975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leveraging (the potential of) the multiethnic classroom: Using the constructs of cultural humility and safety to provide belonging for Cross Cultural Kid (CCK) refugees","authors":"Debra Kramlich, A. Romano","doi":"10.3280/erp2020-001008","DOIUrl":"https://doi.org/10.3280/erp2020-001008","url":null,"abstract":"In today's age of globalization and mobility, children are impacted as they cross cultures, languages, and school systems. For the privileged this can be seen as a glamorous lifestyle; for the refugee and displaced person this move has more negative consequences. Both of these groups share both positive and negative characteristics as a result of growing up among cultures. In the 1950s Ruth Useem first referred to these children as Third Culture Kids (TCKs) who grew up in a cross-section of two cultures. This term was then expanded to Cross Culture Kids (CCKs); a subset of which includes children of refugees and migrants. This article offers a brief overview of the concept of Cross Culture Kids and research from studies conducted with this unique group of children. Educational practices and methods of interventions are considered in light of the particular needs of CCK refugees in the Italian context in order to facilitate cultural humility and inclusive processes in multiethnic and multicultural schools.","PeriodicalId":163593,"journal":{"name":"Educational reflective practices","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132702931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Apprendere e disapprendere nei contesti di vita quotidiana. Il caso di un quartiere multietnico","authors":"L. Fabbri, Claudio Melacarne","doi":"10.3280/erp2020-001002","DOIUrl":"https://doi.org/10.3280/erp2020-001002","url":null,"abstract":"","PeriodicalId":163593,"journal":{"name":"Educational reflective practices","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129210035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}