606 research outputs found
Parole di donne: relazioni, identità e integrazione. Esperienze migratorie e percezione di sé
No full textIl processo migratorio raccontato dalle migranti. Legami, relazioni, desiderata delle donne straniere a Napoli intervistate nell'ambito del progetto FARO (annualità 2010 e 2011) dal titolo “Dimensioni, misure e determinanti
dell’integrazione degli immigrati nelle società di destinazione”, cofinanziato dall’ex Polo delle Scienze Umane e Sociali
dell’Università di Napoli Federico II e dalla Compagnia San Paolo (CUP: E61J12000180005)
The skills assessment at university: to be an active part in the future educational choices
No full textThe assessment of the competences (or skills assessment) wants to be an integrated action of orientation, motivation and support, with the aim of support students into the building of their learning project through the analysis of core competences owned. The assessment of competence is centered on the subject because he is considered as the protagonist of his story and the main maker of his own adaptation to the life environment. In the 2012/2013 academic year, a pattern of Assessment of competences, has been offered to the first year’s students of some Department of the University in Naples Federico II. The service is developed into a guided auto assessment course of selfcompetences,
formed by different steps through which every student has the possibility to be an active
protagonist into an auto consciousness process. The auto assessment is operated by students that, autonomously and free to decide, chose to follow the pattern of his assessment
La creatività: un bisogno formativo degli operatori sanitari
No full textCreativity has a transversal value; it is a process that in an unpredictable and original unifies a subject and a context, a form and an idea. It concerns to transformative, innovative and associative actions (Mezirow, 2003). It is not represented as the ability to create out of nothing but rather as the ability to transform the existing in an innovative way, by manipulating a function of a real or practical goal by identifying the elements that go beyond its immediate appearances or meanings.
The aim of this study was to study creativity with regard to the professional adult education. Furthermore, the research focuses on the relationship between reflexivity and creativity. The variety of educational situations in which adult individuals may find themselves and which involve, to be such, some "change", are inherently creative and into adulthood many growth experiences are accomplished "in self-managed forms." In this sense the multiplicity of the notion of creativity, intersects with the complexity of the notion of change in adulthood. So creativity does not imply the necessary presence of intentional paths but are sufficient experiences that, together with a reflection in the course and on the course of action (Schon, 1987), give rise to creative and transformative situations.
Specifically, here we present the results of a study that had the aim of identifying, through a questionnaire, the needs of trainers in health care throughout Italy. The exploratory study involved 179 trainers, who works and lives in two geographic areas (North Italy / South Italy); the data were analyzed by SPSS software for counting the frequencies and the calculation of the chi-square. The following research question was explored: "what are the teaching methods which would deepen or consider relevant to own background?”. The analysis showed that the training methods, as part of continuing medical education, are deemed inadequate to learning needs of individuals;
An adult training can enable the restructuring of a perspective of meaning, understood as creative inversion process, through which we become critically aware of what influences the way we perceive and interpret the world, takes place where the educational planning assumes a not rigidly structured configuration. The aim is to reach a new andragogical methodology that, starting from needs and desires, intercepts the training of professionals (Knowles, 1985, 1989)
IN AND OUT UNIVERSITY CLASSROOMS: FACEBOOK AS A TOOL OF CONSTRUCTION OF KNOWLEDGE
No full textNowadays social networks can be considered as psycho-technological environments (De Kerckove,
1999) [1] with a high identity-making value. Pedagogy cannot ignore these new places, with the aim of
making formal training increasingly more ‘connected’ to informal training through Social networks, as
Facebook, Twitter, Flickr. This paper aims to present an action-research that is based on new and
innovative ways to incorporate technology and social media into teaching methodology (Joosten,
2012) [2], as forms of distance and online education programs. While until now most popular
researches try to study the social network influence on young people and on their academic
performances (Helou & Rahim, 2012) [3], to analyse the content of user profiles, and try to diversify
users and nonusers, our action-research explores the pedagogical relevances of Facebook in
interactive laboratorial experiences, carried out with graduating students in the academic year
2012/2013 at the University of Naples "Federico II". We tried to implement frontal lessons with social
networks technologies creating a closed group on Facebook and adopting a questionnaire (created ad
hoc and tested with a pilot study) to evaluate students’ beliefs on educational scopes of Facebook and
its usefulness for teaching learning. Through the exploratory experience of the Facebook groups,
students have also realized that externalization/construction of meaning and knowledge is not an
individual but a social community act. The appearance, therefore, more interesting is the ability for
students to turn knowledge from tacit to explicit. Using metaphors, analogies, and especially through
reflections on experiences in common, students are able to explain and to share knowledge, which is
difficult to express through purely frontal teaching methods. Teachers, as “digital immigrants”, do not
always seem to grasp the potentiality of social networks, which are the preferential medium of
exchange and self-representation of their students, considered as “native digitals” (Prensky, 2001) [4].
Native digitals require a rethinking of the traditional didactic structure, employing e-learning usability.
The surprising results of our research demonstrate that according to students, Facebook should be
useful for educational practices, first as a platform and as an open virtual space for instructional
materials and sharing narratives, second as a virtual community of research, where it’s possible to coconstruct
knowledge and reflexion upon contents and upon themselves (Strollo, 2012) [5]
Promuovere l’occupabilità per facilitare la transizione dall’università al lavoro. Uno studio pilota della Federico II.
No full textIl contributo presenta i risultati di uno studio esplorativo condotto nel 2017-2018 presso l’Ateneo Federiciano, nell’ambito dei servizi
specifici offerti dalla Sezione di Promozione dell’Occupabilità del Centro di Ateneo Sinapsi.Nello specifico, lo studio riporta gli esiti di uno
screening dei livelli di occupabilità percepita dagli studenti attraverso la somministrazione del questionario Avo Giovani (Grimaldi et al.,
2015) messo a punto e validato dall’Inapp. Lafinalità principale dello studio esplorativo è stataquella di mettere a punto un percorso di
orientamento specialistico per gli studenti,ancorato al costrutto di Occupabilitàsostenibile. In un’ottica preventiva é importante promuovere l’occupabilità degli studenti giàdurante il percorso di studi, in modo daconsentire loro di gestire attivamente e
consapevolmente i processi legati allaprefigurazione e allo sviluppo della carrierap r o f e s s i o n a l e , q u i n d i , i l p a s s a g g i o
dall’università al mondo del lavoro
Il genere nelle professioni educative
No full textL’articolo analizza il signi cato del genere nel lavoro educativo e s’in- terroga se oltre ad essere un parametro di riferimento nella suddivisione di ruoli e compiti esso possa costituire, invece, una risorsa dal punto di vista del sapere e delle pratiche nella formazione degli operatori peda- gogici. Quest’ultimo punto è cruciale al ne di ridimensionare vecchi modelli e aprire nuovi scenari nel lavoro socio-educativo e di cura. Nel- lo speci co il presente articolo presenta i risultati di una ricerca che ha avuto l’obiettivo di rilevare se i formatori in ambito sanitario siano più orientati ad un approccio Narrative Based o Evidence Based e quanto ciò influenzi le pratiche professionali. Nei dati ottenuti, si ritiene parti- colarmente significativa la relazione intercorrente tra genere e Medical humanities. The paper analyses the significance of gender in educational work, as a reference in the division of roles and tasks. Besides, it inquires whether it can be a resource from the point of view of knowledge and practices in training pedagogical operators. This last point is crucial to downsize old models and open up new scenarios in social educational work and care. Specifically, this article presents the results of a study that was aimed to detect if trainers in the health field are focused on a Narrative Based approach or on an Evidence Based approach and how this affects their professional practices. In the data obtained, it is considered particularly important the relationship existing between gender and Medical humanities
Hypothesizing Educational Pathways Accompany the Biographical Transitions of Eastern Europe’s Carers
No full textIn the last thirty years, Italy has experienced an intense flow of immigration from different areas. The
regional data (VI° Regional Conference on Immigration) show that Campania is no more a transit
region. An interesting feature of contemporary migration is the large percentage of highly educated
and qualified people: immigrants with high level of education and training came mostly from Eastern
Europe. Italy, moreover, is characterized by a high percentage of women among immigrants, which
has increased in recent years, particularly for people from some countries (in 2006, for example, a
percentage between 65% and 82% of the foreign workforce from countries of east such as Poland,
Ukraine, Moldova, are women); among the immigrant there is a high percentage of women working
both as housekeeper and as caregivers. This paper aims to offer a reflection on the training and
orientation training of those migrants in Campania who carry out the tasks of caregivers. The figure of
the maid or nanny makes up for the lack of an often disorganized welfare system, to meet the needs
of a population, as the Italian, where the negative trend of birth adds up to a constant aging of the
population and the progressive increase in longevity which makes constant assistance of the elderly
necessary and irreplaceable in a situation of unsustainable spending at the individual level, weighing
in fact entirely on public sector budgets of social assistance.
Women are institutionally recognized as a determinant factor in maintaining the balance of socioeconomic
impacts, exactly referring to their key role in the world of production, for their subjectivity,
their history, their biographical experience, their desires and legitimate expectations.
The researcher Schlosseberg (Schlosseberg, 2005) designed and implemented specific programs and
interventions of training in which she alternates individual intervention to work in teams. Often to face
transition phases lived by immigrant women, it needs to adopt a real formative advisory, able to
implement the skills of self-determination of adult in training (Biasin, 2012). In a formative perspective,
the moments of transition propose the revival of a type of subjectivity, which is able to reflect an active
and creative inner (Paul, 2002). Innovative changes are, therefore, required in orientation and training
in work fields: it needs to introduce structural changes to allow the professionals involved in
relationships of care and assistance to take a proactive approach that will enable them to govern the
biographical processes. The activities of training and advisory, aimed to adults, are based on
dimensions of lived experience in order to individualize the transition, coupled with social and
relational context of reference
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