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.
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.
A growing interest in the concept of practice within workplace settings has been seen in the last two decades in a variety of fields. Although some authors highlighted the importance of this type of research, there is still a poor scientific understanding of this process. The first serious discussion and analysis of the construction of knowledge emerged during the 1900s. In the field of humanities, questions have been asked regarding the use of traditional research paradigms in terms of its limitation of understanding complex subjects. In line with this perspective, the current article provides an opportunity to advance the understanding of new research paths. Specifically, after an overview on the traditional research paradigms, particular references are devoted to the Arts-Based Research (ABR) approach and to the use of arts within the research processes. Then, this contribution provides a deep exploration of dance-based methods for educational research. As a transdisciplinary approach, the ABR can be used in different fields. For this reason, the current article tries to provide insights about the use of dance-based methods in the educational context. An in-depth literature review will highlight the issues linked to the use of dance in research paths highlights different connotations of it within the research process. The author identified and explored three main uses of dance in academic field.
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Volume 41 Issue 1
European Journal of Training and Development
Carrying out studies on competence-based training for career development–introduction to the special issue
With the changes related to the invention and the introduction of new technological devices (Weatherbee, 2010), most notably, the internet (Torkzadeh and Van Dyke, 2002), to the economic crisis (Utting et al., 2012) and to different patterns of social life (Tyler,
2002), our modern society has been defined as information society (Webster, 2002), knowledge society (Hargreaves, 2003) and even liquid society (Bauman, 2000, 2011). Do these labels have a meaning or are they a way of hiding phenomena rather than defining them? In any case, they tend to be taken seriously, at least from the point of view of research. As for the relationship between the information and communication technology and the world of education and training, it is interesting to note the existence
at present, as a sign of the times, of the Journal of e-Learning and Knowledge Society. Leggi tutto “European Journal of Training and Development – Special Issue: Competence-based training”
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.
The study proposes a survey of a two-level model for in-service teacher training. The first level is based on courses , while the second is based on support activities delivered by facilitators. The results show that those interviewed had a positive perception of training activities associated with their educational skills and continuing motivation for professional development. The study identified a motivational factor that seems to differentiate teachers depending on the phase of schooling. As regards this, non-parametric tests showed that nursery school teachers had a higher level of motivating confidence. This result requires further study.
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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. Il contributo propone una rassegna dei principali filoni della ricerca didattica che, in questi anni, è stata condotta in Italia, nell’ambito del secondo ciclo, facendo riferimento anche al panorama della ricerca internazionale che ha trovato recezione nel dibattito italiano. Si tratta, da una parte, di ricerche evidence-based, dall’altra di ricerche basate sui cosiddetti filoni dell’analisi delle pratiche e delle routine di insegnamento. Se ne trae un bilancio che evidenzia le specificità dei vari filoni e sottolinea la possibilità di combinarli proficuamente tra loro.
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The paper reports the main results of a research that aimed to explore in depth the role that the experiences within the Salesians’ Vocational Training Centers played in influencing the personal and professional profile of former students. To this end, 54 former students from 6 Vocational Training Centers who have recognized as successful in work, personal life and social commitments were participated in the study. The research is not intended to “prove” that training leads to educational success, but to identify the conditions under which the training could promote educational success. Exploring the biographies of some of the lived experiences of former students, I was interested in particular to know what had allowed the trainees – who often come to CFP with heavy burdens, and with great difficulty against a certain type of school – to enhance their potential and succeed as adults, as respected professionals and individuals capable of taking responsibility for themselves and others. Research on training and life stories of former students become therefore also – and above all – a research on the practices of teachers and characteristics of learning environments, from the view of former students. Leggi tutto “Success Stories. A View Of Initial Vocational Training Through The Eyes Of Former Students”
Sartori R. – Perini M. (2015)
Il contributo riporta l’analisi di un’esperienza formativa, tenutasi nell’ambito dei percorsi di formazione previsti all’interno dei contratti di apprendistato, volta a facilitare lo sviluppo di competenze relazionali nei partecipanti attraverso l’utilizzo delle cosiddette illusioni ottico-geometriche e delle figure ambigue. Questi particolari strumenti sembrano essere ideali per consentire alle persone in formazione di entrare nella dimensione del dubbio su ciò che vedono, credono, pensano e dicono.
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Sartori R., Ceschi A., Costantini A., Scalco A. (in press)
The needs for personality assessment in organizations are peculiar. For example, personality measures for the assessment of candidates or employees should be related to job performance. Even strong correlations between personality tests and job performance might not be sufficient, though, because some tests make use of a language people working in organizations are not accustomed to and, therefore, the personality profiles obtained by those tests may sound meaningless or even abstruse to organizational managers and decision makers. The paper reports the results of the qualitative actions and the quantitative operations carried out in order to create and validate a new Italian personality test (named FLORA) based on the Five-Factor Model (FFM) and expressly developed for the assessment of specific professional profiles in organizations. The qual-itative actions consisted of 32 interviews with 16 job profiles. Leggi tutto “Big Five for work and organizations: FLORA (Role Related Personal Profile), an Italian personality test based on the Five-Factor Model and developed for the assessment of candidates and employees, Quality and Quantity”