ECPS - Educational Cultural and Psychological Studies最新文献

{"title":"Educating Communities for the Development of Intercultural Competence","authors":"Marta Milani","doi":"10.7358/ECPS-2018-017-MILA","DOIUrl":"https://doi.org/10.7358/ECPS-2018-017-MILA","url":null,"abstract":"The main purpose of the educational and training system, especially in today’s increasingly complex and multicultural context, is to promote the development of intercultural competence, the possession of which is arguably essential for the conscious exercise of world citizenship. To achieve this, we cannot refer merely to a single technical-professional group of teachers, educators or trainers, but must instead extend responsibility to all categories without exception: parents, instructors, facilitators, etc. The reason must be sought in the construct of intercultural competence itself, which emphasises the active role of the individual to mobilise and orchestrate their resources by acting on material and social reality (Pellerey, 2004); therefore, in order to be appropriately monitored and assessed, it is necessary to adopt the use of various stakeholders. This article is written as a critical appraisal of the concept of intercultural competence and especially some key issues in the appraisal process, which should be addressed through consultation with the educating community sector.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115154742","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":"El Método ABN como articulador efectivo de aprendizajes matemáticos en la infancia: experiencias en profesores y profesoras de ciclo inicial en Chile","authors":"C. Pérez, Ivonne González, G. Cerda, Guido Benvenuto","doi":"10.7358/ECPS-2018-017-PERE","DOIUrl":"https://doi.org/10.7358/ECPS-2018-017-PERE","url":null,"abstract":"Results are presented abut a professional development workshop based on the ABN Method for learning mathematics (N = 27), conducted in Talca, Chile, for Pre-K and Primary in-service teachers (children from 4 to 7 years of age in charge). The workshop is aimed at nursery school teachers and first grade teachers. The ABN Method is based on the significant learning of the decimal number system and on the complete domain of operations and their properties, which are learned and assimilated at the same time by children from the early stages of teaching. The results of the study show that the participation of teachers in the workshop generated significant changes in a set of teachers’ beliefs, as well as a favorable change in the perception regarding the mathematical ability of their students. Finally, teachers report a greater conceptual clarity regarding the sequencing of contents and the purpose of the mathematical activities they perform in the classroom. The results and implications of this workshop are discussed.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115030672","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":"Impresa sociale ed empowerment territoriale per la formazione ed il lavoro","authors":"Massimiliano Smeriglio","doi":"10.7358/ECPS-2018-017-SMER","DOIUrl":"https://doi.org/10.7358/ECPS-2018-017-SMER","url":null,"abstract":"The tumultuous processes of cultural and social changes that are transforming our country and society have led us to reflect on how we could understand and alleviate the problems these changes cause. The focus will be on how globalisation, in its expansion phase before and in its persistent crisis after, has changed everyone’s life. These changes have involved not only life styles and organisational models, but even the hopes and expectations of individuals and businesses accross the world. This is leading to substantial differences between the emerging countries and developed world, who have experienced an exponential increase of their GDP without considering the necessity of redistributing opportunity systematically. In addition, the mediterranean European countries have had great difficulties finding their new place in the world and in the international division of labour. These pages will particularly focus on how schools in general and in particular continuing education can facilitate the inclusion processes and social cooperation, even at a social enterprise level.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122973284","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":"La valutazione vista da lontano: lo sguardo della pedagogia generale (I)","authors":"E. Bruni","doi":"10.7358/ecps-2018-017-brun","DOIUrl":"https://doi.org/10.7358/ecps-2018-017-brun","url":null,"abstract":"This paper investigates the question of evaluation in relation to the individual’s formation process and, as an inherent necessity in the educational process, the examination revolves round the problem of building knowledge and competences in all human beings. Commencing with the historical context, the aim of the investigation is to evidence the problematical issues that the practice of evaluating involves and eventually to outline an interpretative paradigm respectful of the learning processes of individuals who, during their lives, are involved in a continual reshaping of their cognitive potential both on a horizontal plane (in relation to contexts and formal, non formal and informal formative agencies) and on a vertical plane (as a permanent process linked to the different «ages» of their development and maturity). Hence, the reflection presents the main tendencies of evaluating interpretation in school contexts: in doing so, it makes the difficulties encountered by the traditional evaluating practice come to light, whilst outlining those possible paths of re-reading that aim to restore balance in the issue of the complex formation process and making evaluation a strategic moment that activates formation dynamics from the point of view of both cognitive process and personal development.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131504294","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":"Technologies and Teacher’s Motivational Style: A Research Study in Brazilian Public Schools","authors":"Magda Pischetola, B. Heinsfeld","doi":"10.7358/ECPS-2018-017-PISC","DOIUrl":"https://doi.org/10.7358/ECPS-2018-017-PISC","url":null,"abstract":"Information and Communications Technology (ICT) is increasingly a part of discussions on educational innovation and teaching practices. Research from the last decade points out the difficulty of integrating technologies in education and highlights the variety of elements favouring/preventing change in teaching and learning methods. In this article, we defend that the methodology adopted by teachers, their approach with regard to students in the classroom and what literature calls educational professionals’ «motivational style» (Decy & Ryan, 1985 and 2000; Reeve, Bolt, & Cai, 1999; Guimaraes & Boruchovitch, 2004; Pischetola, 2016) are the elements that most lead to a significant role for ICT in teaching practices. The discussion relies on self-determination theory and the assumption of the existence of more autonomy-supportive or more controlling teacher’s motivating styles. Based on this premise, we present here a qualitative study undertaken between 2014 and 2016 at eight municipal primary schools in the city of Rio de Janeiro, Brazil. As a whole, we undertook 64 semi-structured interviews with teachers from the selected schools. The obtained results have allowed us to demonstrate a relationship between teachers’ motivational style with the use of technology and the creation (or otherwise) of a dialogue-based and democratic space in the classroom.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122940945","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":"Per un nuovo dibattito in campo educativo","authors":"A. Vv.","doi":"10.7358/ECPS-2018-017-DIBA","DOIUrl":"https://doi.org/10.7358/ECPS-2018-017-DIBA","url":null,"abstract":"I presupposti sui quali si e fondata per molti secoli la formazione delle nuove generazioni nei diversi Paesi sono mutati considerevolmente negli ultimi decenni, cosi come d’altro canto sono cambiati radicalmente allievi e contesti storici di riferimento. Le concause sono assai numerose, ma una delle piu importanti e rintracciabile nella recente accelerazione del cambiamento a livello mondiale delle modalita organizzative dei sistemi economici, culturali, scientifici e tecnologici in una relazione reciproca cosi stretta da rendere gli effetti concause a loro volta del mutamento stesso. Un cambiamento, questo, che a ben vedere presupporrebbe e comporterebbe un impegno del tutto nuovo verso orizzonti della ricerca educativa, soprattutto internazionale, che permettano di comprendere e promuovere meglio il nuovo e in qualche modo di orientare piu consapevolmente, ai differenti livelli di responsabilita, le scelte per cercare di garantire un futuro civile e democratico anche attraverso una piu diffusa conoscenza critica tra i cittadini. Di fatto, come si sa, le stagioni piu feconde della riflessione, della ricerca e dell’azione educativa coincidono spesso, storicamente, in particolare nel mondo occidentale, con i periodi che accompagnano e seguono grandi processi rivoluzionari. Ogni rivoluzione, proprio in quanto cambiamento radicale, repentino e significativo dell’assetto organizzativo di tutta o di una parte dell’ambito entro cui essa si inscrive, e percio della societa, produce nuove visioni del mondo che hanno un peso non trascurabile nei progetti di formazione delle nuove generazioni e nell’orientamento della stessa ricerca educativa. Anche la rivoluzione informatica e telematica degli anni Ottanta e Novanta del secolo scorso con la conseguente globalizzazione dei mercati e, ora, quella legata alla robotica hanno prodotto, e quasi certamente produrranno uno stravolgimento degli assetti scolastico-formativi di quasi tutti i Paesi e i cui effetti sono peraltro ancora poco prevedibili soprattutto sul piano socio-culturale, produttivo e democratico. Ma, ancora, stentano ad emergere ampie ipotesi praticabili di nuovi progetti educativi accreditabili tanto sulla base degli esiti procedurali di indagini che in una dimensione pluridisciplinare siano state capaci di affrontare i complessi problemi di istruzione e formazione, quanto sulla base dei risultati di ricognizioni della situazione dei sistemi educativi e dei contesti che permettano di assumere decisioni politiche fondate su una conoscenza affidabile della realta sulla quale si vuole operare. Nel nostro Paese la complessita di questi problemi e, se possibile, ulteriormente aggravata dagli stravolgimenti continui compiuti: ricominciare sempre daccapo, con l’avvicendarsi delle compagini governative, a cambiare il sistema educativo, di istruzione e formazione senza mai riuscire a portare a termine compiutamente l’opera avviata, producendo cosi effetti negativi piu di quanti ogni volta si pensa e si fa","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116187417","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":"Strategie cognitive per l’autoregolazione dell’apprendimento e motivazione allo studio. Costruzione di Profili medi del funzionamento cognitivo e dell’assetto motivazionale per la prevenzione del drop-out","authors":"V. Biasi, Conny De Vincenzo, N. Patrizi","doi":"10.7358/ECPS-2018-017-BIAS","DOIUrl":"https://doi.org/10.7358/ECPS-2018-017-BIAS","url":null,"abstract":"The article presents the results of an empirical longitudinal study focusing on the cognitive and motivational factors that influence the risk of drop-out. Thanks to a previous empirical contribution (Biasi, De Vincenzo, & Patrizi, 2017) conducted through an online questionnaire with 2328 students of Roma Tre University, we identified as predictors of drop-out some inadequate cognitive strategies, lack of motivation (or «amotivation») and low levels of school self-efficacy. In order to identify the consistency over time of the relationship between these cognitive and motivational factors, we carried out a year-long longitudinal study aimed at investigating the academic experience of a self-selected sample of 68 students who completed three successive tests. The data showed that the greater the risk of drop-out, the lower the scores obtained by students, over a year, in cognitive strategies of «practice» and «monitoring» of knowledge. Students with a high risk of drop-out also showed a poor connection of new knowledge to the knowledge they already possessed. Moreover, it was confirmed that higher drop-out risk scores correlate with a high level of «amotivation» and «external» motivation scores, and with a low level of «Intrinsic» motivation: persistence over time was also highlighted. Some average «Profiles of cognitive functioning and motivational structure» were devised, useful for individualized guidance or orientation interventions geared to identifying which cognitive strategies can be reinforced in order to favor learning and – during re-orientation – to take into account the level of coherence of student motivation with the chosen study track.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115918622","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":"8° Seminario Internazionale sulla Ricerca Empirica in Educazione: «Il contributo della ricerca educativa per lo sviluppo di un atteggiamento scientifico del docente»","authors":"G. Moretti","doi":"10.7358/ecps-2019-019-mor2","DOIUrl":"https://doi.org/10.7358/ecps-2019-019-mor2","url":null,"abstract":"On 14 and 15 December 2018 at the Department of Education of the University Roma Tre has been held the 8th International Seminar on the methodology of educational research «The contribution of educational research for the development of a scientific attitude of the teacher». The seminar, conceived and organized from the ECPS Journal (Journal of Educational, Cultural and Psychological Studies, https: // www.ledonline.it/ecps-journal), was organized into four work sessions: «Research educational and teacher training: problems and prospects»,«The contribution of empirical-experimental research», «The contribution of non-experimental scientific research», «Theoretical research and empirical research: the space of concepts», a round table and a specific section with programmed communications. At the center of the discussion was the analysis of procedures, strategies and tools that educational research can make available to teachers, especially through formal training (first training and in-service training), in order to promote and develop a «habit mental» – in a Deweyan sense – exquisitely of a scientific type, able therefore to presumably characterize, in turn, the education of its students. The initiative, as in all his previous editions, he recorded a large participation of educationalists,  psychologists and sociologists of education, as well as experts in neighboring scientific fields and teachers disciplinary.","PeriodicalId":175961,"journal":{"name":"ECPS - Educational Cultural and Psychological Studies","volume":"134 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122230027","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}