La formazione tecnica e professionale dei salesiani in Etiopia. Intervista con P. Endalkachew Bayou del Bosco Children di Addis Abeba

Adula Bekele Hunde

This article contains an interview with Father Endalkachew Bayou on the role of Salesian technical and professional training in Ethiopia. This interview explores the TVET system (Technical and vocational education) in Ethiopia, the current state of the art of the Salesian TVET institutes and the future prospects.

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Lipari D., Dentro la formazione. Etnografia, pratiche, apprendimento. [Review]

Domenico Lipari, 2016

Milano: Guerini Next

Recensione a cura di Gustavo Mejía Gómez

La ripresa d’interesse per gli approcci qualitativi nella ricerca sociale mette in evidenza la nuova centralità dell’etnografia e del suo diffondersi oltre i confini disciplinari e di ricerca dell’antropologia culturale, entro i quali era originariamente collocata. L’etnografia – come “stile di ricerca qualitativa fondato su un’osservazione diretta e prolungata, che ha come scopo la descrizione e la spiegazione del significato delle pratiche degli attori sociali” (p. 17) – è ormai parte integrante dei metodi d’indagine in una varietà di campi disciplinari e di ambiti professionali, tra i quali quello dell’azione formativa nei contesti organizzativi. In questa cornice si muove il lavoro di Domenico Lipari, sociologo, allievo di Bruno Latour, che in Italia è uno degli autori di riferimento per quanto riguarda gli studi sulla formazione. Il libro, articolato sostanzialmente in due parti, si propone di illustrare innanzitutto la storia, la cornice epistemologica e i fondamenti metodologici della ricerca etnografica (capp. 1 e 2), con particolare attenzione all’osservazione sul campo e alla scrittura, e poi le potenzialità che l’etnografia assume quando viene applicata all’analisi delle pratiche formative (cap. 3), che si articolano in pratiche manageriali, pratiche di analisi dei bisogni, pratiche di progettazione, pratiche d’aula e pratiche di valutazione. E qui l’Autore attinge sia alla sua vasta esperienza di etnografo della formazione sul campo (pensiamo in particolare ai seguenti studi: “Dinamiche di vertice. Frammenti di un discorso organizzativo”, 2007; “Formatori. Etnografia di un arcipelago professionale”, 2012; “Storie di formatori. Esperienza, apprendimento, professione”, 2014), sia ai resoconti di ricerche etnografiche condotte da altri autori. Leggi tutto “Lipari D., Dentro la formazione. Etnografia, pratiche, apprendimento. [Review]”

Bruni L., La felicità è troppo poco. Note a margine del nostro capitalismo. [Review]

Luigino Bruni, 2017

Ospedaletto-Pisa: Pacini Editore

Recensione a cura di Giuseppe Tacconi

I cambiamenti che hanno interessato la nostra società negli ultimi decenni sono radicali. In particolare il capitalismo contemporaneo si differenzia da quello individualistico del XX secolo. Spostando l’attenzione dal lavoro al consumo ed enfatizzando l’ideologia del merito e dell’efficienza, questo sistema sociale ed economico è destinato a generare disuguaglianze crescenti e infelicità. Nella cornice di una riflessione globale su questo fenomeno, Luigino Bruni,Professore ordinario di Economia politica alla LUMSA di Roma, coordinatore del progetto Economia di Comunione del movimento dei Focolari ed editorialista, propone non solo un’attenta analisi ma anche possibili vie d’uscita che si rifanno al bisogno di una sorta di conversione culturale. L’Autore ci ha abituati da tempo a una riflessione molto stimolante sui nodi essenziali della nostra società e del nostro vivere insieme, attingendo spesso al patrimonio sapienziale della Bibbia e della tradizione cristiana (vedi, ad esempio, “La foresta e l’albero. Dieci parole per un’economia umana”, 2016 e “Fondati sul lavoro, 2014) per individuare traiettorie di senso e linee di azione. Le principali parole chiave della sua riflessione sono le seguenti: bene comune, reciprocità, dono, mercato, disuguaglianza, merito, emozioni, scuola, incentivi, management, impresa, utopia, famiglia, festa, virtù, ambiente, giustizia, povertà, vulnerabilità, profezia ecc. Leggi tutto “Bruni L., La felicità è troppo poco. Note a margine del nostro capitalismo. [Review]”

END 2018 – International Conference on Education and New Developments

Intervento di Marco Perini, Roberto Franchini e Monica Pentassuglia al convegno “END 2018 – International Conference on Education and New Developments” – Budapest (Ungheria)

The use of Ipad for supporting instructional practices in vocational education and training centers: searching for effects on students achievements.

Despite the lack of studies that shows the effectiveness and sustainability of Educational Technologies, the emphasis on them has been encouraging a lot of Italian policymakers to adopt mobile devices (e.g. tablets) in instructional practices of education and training (Avvisati, Hennessy, Kozma, & Vicent-Lancrin, 2013; Pellerey, 2015). In the last years, in Italy, a lot of pilot projects on the use of technologies for supporting of instructional practices have been implemented in general school and Vocational Education and Training (VET) system. The present exploratory study aims to compare the learning outcomes of a group of VET students which used iPad in the classroom with a group of students of the same VET centers which did not use it. 400 VET students from five VET centers were involved. The researchers gathered data about the final exam of the third year students. Specifically, the grades of the common general subjects (i.e. italian, mathematics, and english) were collected. Gathered data were analysed with a quantitative approach. Results show that the correlation between the use of iPad and the students outcomes is different depending on the general subject taken into account. While there is no correlation with what concern italian and mathematics grades, the one with english subject seems to be better. The findings represent the exploratory phase of a wider research project. Thus, new data collection and analysis will be carried on in order to better understand which factors affect students’ achievements when they are involved in instructional practices supported by technologies.

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END 2018 – International Conference on Education and New Developments

Intervento di Marco Perini, Chiara BarileMonica Pentassuglia al convegno “END 2018 – International Conference on Education and New Developments“- Budapest (Ungheria)

Social networks as new places for informal learning: a grounded theory analysis in higher education student communities

Facebook has been recognized as one of the most used tools in supporting undergraduates’ informal learning (Akcaoglu & Bowman, 2016). Furthermore, students seem to prefer Facebook rather than the E-Learning tool provided by their University to achieve their learning goals (Eger, 2015). Although Social Networks (SN) have been recognised as fertile environments for informal learning (Mao, 2014), especially in encouraging knowledge exchange (Forkosh-Baruch & Hershkovitz, 2012), the empirical research activity about this topic is still lacking (Sackey, Nguyen, & Grabill, 2015). This study aims to explore the undergraduates’ point of view on the informal learning processes, which take place on SN. The main research questions are as follows: 1) how do undergraduates use SN for supporting learning activities? 2) How do students leverage these resources? 3) Which are the social dynamics and roles involved in these informal learning communities? 34 members of 13 Facebook groups (FBG) have been involved. The participants were recruited posting an informal invitation on several Italian undergraduates FG. The students were interviewed with a semi-structured questionnaire that was developed according to the indications of Patton (2002). The data analysis followed a grounded theory approach (Charmaz, 2014) in order to maintain a strict adherence between students’ voices and results. Leggi tutto “END 2018 – International Conference on Education and New Developments”

Contextualising teaching. Teaching practice developed by expert teacher educators

Adula Bekele Hunde, Giuseppe Tacconi

This article examines the way a group of expert teachers’ educators contextualises their teaching. To this end, a qualitative phenomenological approach was employed to collect and analyse data from 30 expert teachers’ educators. Grounded theory was used to conceptualise and categorise evidences emerged from the analysis of texts while stories of practices were created for each category emerged for illustration. In general, three teaching strategies emerged as means of contextualising teaching: connecting teaching to authentic experiences, aligning practices in teacher education to secondary school teaching and contextualising teaching to students’ level of understanding. Lastly, the lesson each university could draw from one another and implications of the study are highlighted.

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Internationalization in Vocational Education and Training [Review]

 

Ly Thi Tran & Kate Dempsey

Recensione di Marco Perini e Pekka Kämäräinen

The book was published in the series Technical and Vocational Education and Training: Issues, Concerns and Prospects. Series Editor-in-Chief is Rupert MacLean. Editors of the volume are Ly Thi Tran, associate professor in the Faculty of Arts and Education of Deakin University in Australia), and Kate Dempsey, independent education consultant from Melbourne in Australia.

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ICT integration in teaching practice: can we go beyond the experimentation?

Marco Perini, Giuseppe Tacconi

This study aims to analyze the experiences and the voices of the actors involved in the pilot project iCnos in order to achieve a better understanding of the ongoing process of change and to provide transferable and reusable information. This project, promoted and led by the national board of CNOS-FAP Federation, aims at introducing ICTs as support to teachers’ activities and students’ learning processes. Four of the VET centers involved in the project participated in this research. The qualitative analysis of data which were gathered through interviews shows that the innovation process has been taking different forms in each VET center. There are also common features in the transition from an experimental phase to implementation.

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Inside the ‘body box’: exploring feedback in higher education

Monica Pentassuglia

In recent years, educational research has paid special attention to teachers’ practical-operative experience. The growing interest in the concept of practice within workplace settings has become a turning point in sociological, anthropological and educational studies. The present study aims to explore lecturers’ perceptions and conceptions of feedback and their daily professional practice, with a focus on the use of body movement while providing feedback during the class. Even though educational research has paid a lot of attention to the concepts of practice and performance, there are very few studies that consider the main actor included in the definition of those concepts: the body. Methodologically this exploratory case study uses a mixed methods approach. Results identified two types of issues: the first one concerns the relation between lecturer and students during the feedback practice; the second one concerns the internal coherence of lecturers between the kind of verbal feedback they provide during the lesson and how at the same time they act bodily.

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