Corso di perfezionamento

Operatore esperto del mercato del lavoro e tutor unico (Entry level) More »

 

VET Development Symposium

Cattura7

Intervento di Giuseppe TacconiAdula Bekele Hunde al convegno “VET Development Symposiums”

Participatory research on teaching practice as basis for teacher education

Namibia University of Science and Technology, Windhoek
23 – 25 August 2016

group photo_VETDS (1)

Scarica il file della presentazione cliccando qui

ECER 2016 – Leading Education: The Distinct Contributions of Educational Research and Researchers

Cattura2

Intervento di Vidmantas Tutlys , Giuseppe Tacconi, M’Hamed Dif e Marco Perini al convegno “ECER 2016 – Leading Education: The Distinct Contributions of Educational Research and Researchers”

Dublin 22/26 Agosto 2016

Access of the Initial VET and Apprenticeship to Socially Disadvantaged Youth in the Initial VET Systems of Lithuania, France, Italy

Access of the initial VET and apprenticeship to the socially disadvantaged youth is widely considered as one of the crucial factors contributing to the development of social cohesion and prevention of social polarization and poverty. This idea is reflected in the wide range of the EU policies and strategies, including Copenhagen process, New Skills for New Jobs, as well as in the national educational policies and strategies.

ECER 2016 – Leading Education: The Distinct Contributions of Educational Research and Researchers

Cattura3

Intervento di Monica Pentassuglia, Serafina Pastore e Giuseppe Tacconi al convegno “ECER 2016 – Leading Education: The Distinct Contributions of Educational Research and Researchers”

Dublin 22/26 Agosto 2016

The “Shadow Movements”: Teachers’ Profession and Performance in the Arts-Based Research Perspective

Educational research, in recent years, focusing its attention on different ways of acquiring and transmitting knowledge within educational contexts, has focused a special attention on practical experience of teachers (performance and efficacy). This interest became valuable material for the understanding of the whole teaching-learning processes.
It is especially the Practice Based Studies that have exerted a new influence in the reading and understanding of teachers’ work. The attention to the concept of practice allows a different interpretation of the work that is now understood as a space, as a context (in the broadest meaning of the term) in which specific skills are created, transmitted, and stored (Shilling, 2003; Schatzi, Knorr-Cetina, von Savigny, 2001).

Video digitali e formazione degli insegnanti

cattura

Intervento di Giuseppe Tacconi e Maurizio Gentile al convegno internazionale “Video digitali e formazione degli insegnanti”

Video-riprese di azioni di insegnamento e formazione dei docenti

Cagliari 1 Luglio 2016

Scarica il file della presentazione cliccando qui

Call for papers – Special issue young generation

Theme and topics

Download the full proposal

Lifelong learning is considered to be an appropriate response to changes (Gibbs, 2007) and a key lever for adaptation and development (Smidt and Sursock, 2011), both individual and organizational (Roland, 2010; Western, 2010), since it can be the means by which people go on learning new things (Field, 2006), acquiring competencies (Shandler, 2000), making meaning, gaining wisdom and expertise (Jarvis, 2009), and adapt to different conditions (International Labour Organization, 2000), developing while growing up (Commission of the European Communities, 2007) in what has also been defined, not surprisingly, learning society (Raven and Stephenson, 2001).
The Lifelong Learning (LLL) perspective often aims to an economical and political point of view, focusing on the role and on the function of knowledge and learning. European policies, in this sense, aim to support LLL as a key factor to develop effective policies for the employment, welfare, and social participation (empowerment) (Lodigiani, 2008). Consequently, in academic field, slow economic growth of society is primarily related to the inadequacy of the education and training system (MCNabb and Whitfield, 1994).

Colloque international – Prise de conscience dans la situation d’enseignement: corps, gestes et paroles

Cattura

Intervento di Monica Pentassuglia e Giuseppe Tacconi al convegno “Colloque international – Prise de conscience dans la situation d’enseignement: corps, gestes et paroles”

Université Paris-Est Créteil 25/26 maggio 2016

 

Beyond the scene: explore VET teachers’ movement analysis

In recent years, educational research has focused on the different ways of acquiring and transmitting knowledge within educational contexts with special attention on practical-operative experience of teachers. Questions such as what it could mean to be, to practice, and to learn as a professional become significant. French and German research tradition on routines and action plans of teachers made a metaphorical reference to artistic concepts as performance, orchestration, etc. This study takes place in the teachers’ education field and it is aimed to study teaching practice as choreography, as an artistic practice performed by teachers in the classroom. The challenge is to understand how the Arts-Based Research approach, in its complexity, can help open up new areas of knowledge that will enable researchers to interpret teachers’ work.
Scarica il file della presentazione cliccando qui

Smart Practice – Incontro con gli studenti

Cattura

Giovedì 12 Maggio presso il Polo didattico G. Zanotto dell’università di Verona si è tenuto l’incontro “Smart pracrtice”. All’incontro hanno partecipato il prof. Riccardo Sartori e Giuseppe Tacconi con gli studenti del secondo anno del corso di laurea “Scienze della formazione nelle organizzazioni”

DSC00066

In service teachers’ training: a two level model. The case of CESEDI.

2015_vol_7_n_2_ricercazione

Maurizio Gentile

Lo studio propone un’indagine su un modello a due livelli di formazione in servizio. Il primo livello è basato sull’erogazione di corsi. Il secondo è basato su attività di supporto offerte da facilitatori. I risultati mostrano che i soggetti intervistati hanno avuto una percezione positiva delle attività formative in merito alle loro competenze educative e alla motivazione a continuare l’aggiornamento. Lo studio ha individuato un fattore motivazionale che sembra differenziare i docenti in base all’ordine di scuola. A tal riguardo i test non parametrici hanno riscontrato nei docenti di scuola dell’infanzia più alti livelli di fiducia motivante. Questo risultato richiede ulteriori approfondimenti.

Eraldo Affinati – “Letteratura e Ricerca educativa: modelli conoscitivi a confronto”

affi

 

Venerdì 8 aprile 2016

Eraldo Affinati
e Giuseppe Tacconi (Università di Verona – Carvet)

 

Seminario interdisciplinare
“Letteratura e Ricerca educativa: modelli conoscitivi a confronto”

Ore 14.30 – 18.30 Aula T.1

Polo didattico “G.Zanotto” dell’Università degli studi di Verona
Via San Francesco, 22 – 37129 Verona

Incontro per dottorandi/e, aperto anche a studenti/esse dei corsi di laurea magistrale e a tutti gli interessati. La partecipazione al seminario consentirà di acquisire 1 cfu come attività didattica della Scuola di dottorato.

Link locandina

Between evidence-based education and analysis of teaching practices. A review of didactic research on the Italian high school system

form_cover

Giuseppe Tacconi

The document proposes a review of the didactic research on higher education which, in recent years, has been conducted in Italy, referring also to the international research landscape. This is an evidence-based education research, but also a research based on the so-called branches of the analysis of teaching practices and routines. It draws an overview highlighting the specificity of the various branches and emphasizing the possibility to combine them profitably.