1,721,272 research outputs found
Alternanza scuola-lavoro: gli studenti e il processo decisionale
No full textLa capacità decisionale è da sempre considerata fondamentale perché oltre
ad essere esercitata nella vita quotidiana, risulta particolarmente importante
nella scelta professionale. I giovani devono prendere delle decisioni professionali
molte volte durante la propria vita; formare a queste competenze è uno
dei compiti principali della scuola.
Il contributo presenta un’indagine esplorativa che ha come oggetto lo sviluppo
del processo decisionale degli studenti di scuola secondaria che svolgono
percorsi di Alternanza scuola-lavoro. L’attività di ricerca ha coinvolto 516
studenti di scuola secondaria di secondo grado delle province di Palermo e
Agrigento nell’a.s. 2016/2017
L’infanzia in gioco.Video education, Neuroeducation e sviluppo cognitivo-relazionale nei primi anni di vita
No full textLa prospettiva del sistema integrato 0-6 previsto dal D.L. 65/2017 e la crescente eterogeneità morfologica delle classi della scuola italiana inducono giocoforza al rinnovamento complessivo del panorama scolastico italiano chiamando in causa un ripensamento epistemologico e prassico-metodologico della Pedagogia dell’Infanzia.
A partire da tali considerazioni, in linea con una pista di studio e di ricerca avviata già nel 2015 presso l’Università di Palermo, il presente lavoro indaga la dimensione educativa del gioco a partire da due distinte angolazioni: quella della Neuroeducation e quella della Video education rispetto a due distinti ambiti: il mondo dei giochi e quello dei videogame, con il comune intento di porre in risalto le potenzialità della pratica ludica e le possibili applicazioni metodologiche dell’utilizzo del gioco in campo pedagogico-didattico
La comunità come rete di relazioni reciproche: percorsi collaborativi nella formazione iniziale degli insegnanti di sostegno
No full textCommunities of practice can become a perfect place where teachers
can reflect on their practice, share approaches, experiment with new content
and new practices. The interaction between teachers in a community of
practice encourages peer learning and stimulates problem solving. The
present work, centered on the reciprocal teaching and project based learning
methodologies, involved 195 disability and inclusion pre-service teachers and
gave them the opportunity to experience the integration of the two teaching /
learning models through which they learned how to collaborate and achieve
results in effective way and working with others
Corresponsabilità educativa: famiglie e docenti per lo sviluppo della maturità professionale e personale degli adolescenti
No full textLa ricerca si inserisce nel variegato panorama di studi e ricerche relativi alla corresponsabilità educativa tra scuola e famiglia per la promozione del processo di maturazione personale e professionale negli adolescenti. Il contributo mostra il percorso di ricerca che ha coinvolto, 336 alunni, 30 genitori e 31 docenti di 15 classi terze di scuole secondarie di primo grado della provincia di Palermo da settembre 2018 a marzo 2019. L’intervento ha previsto la progettazione, la costruzione e la
sperimentazione di una serie di attività attraverso le quali gli insegnanti in collaborazione con i genitori hanno potuto sviluppare la capacità di progettazione e di scelta del futuro professionale negli alunni, partendo dai contenuti delle discipline, utilizzando la metodologia canadese dell’Activation du Développement Vocationnel et Personnel (Pelletier, Boujold & Noiseux, 1974), validata anche in Sicilia.The present research is part of the varied landscape of studies and researches regarding the educational partnership between school and family to the personal and professional maturation process. The contribute shows the research path which involved 336 pupils, 30 parents and 31 teachers of 15 3st year classes of secondary schools I grade located in the province of Palermo, from September 2018 to march 2019. The project concerned the design, construction and testing of a series of activities through which teachers, in collaboration with parents, were able to help pupils develop the ability to design and chose their future career, moving from the disciplines contents and thanks to the Canadian methodology of Activation du Développement Vocationnel et Personnel (Pelletier, Boujold & Noiseux, 1974), validated in Sicily
Initial support teachers training through Mcdrury & Alterio’s storytelling model storytelling methodology. A research in the laboratories of the specialization course in Palermo
No full textCreating digital stories provides with important opportunities to practice and master a number of specific 21st-century skills, content, and technology standards.
Storytelling has been extensively used in children’s education as a valuable and creative tool, however, its use in the higher education process has been less common and this paper proposes that storytelling can be used as an effective reflective tool in higher education.
Digital storytelling is essentially the application of technology to this age-old experience of sharing personal narratives and seeking to teach and learn from them. What is different, and what makes these digital stories so potentially powerful, is the availability of the tools for developing, enhancing, storing and disseminating the stories in new ways.
If Digital Storytelling is to become accepted in today’s schools, it will be important to collect data to be able to draw conclusions about the impact that the process has on student learning, motivation and engagement and how teaching practices and strategies change with technology integration through digital storytelling.
Digital Storytelling facilitates the convergence of four student-centered learning strategies: student engagement, reflection for deep learning, project based learning, and the effective integration of technology into instruction.
The American Digital Storytelling Association defines digital storytelling as ‘the modern expression of the ancient art of storytelling (in which) stories derive their power by weaving images, music, narrative, and voice together, giving deep dimension and vivid colour to characters, situations, experiences and insights’.
Using storytelling in these ways enables the student to make their own decisions about what story to tell, from what viewpoint, and what they wish to convey through the story. This leads the reflective process away from being a potentially passive task, with the student simply going through the required motions to get the task done, to a process whereby the student must make informed decisions to enable their story to make sense to a particular audience.
This paper reports on the use of digital storytelling as a means of encouraging student engagement and reflection. The digital storytelling model used is that of McDrury & Alterio’s (2003).
McDrury & Alterio’s model represents how individuals identify, tell and build on their story. Important in this model is the way that stories can be expanded and amended through collaborative processes.
The McDrury & Alterio (2003) model recognises the collaborative element of storytelling and how stories can be processed and developed. It is recognised that the process of developing and creating the digital stories can itself be reflective.
The present work describes the results of a research conducted with 450 students and 52 laboratory teachers attending the degree course in Specialization support activities of the University of Palermo during the academic year 2017-2018. The validity of the Mcdrury’s & Alterio (2003) Storytelling model was checked thanks to the research process and in order to reinforce students’ reflective skills, narrative competence and critical revision. The research methodology has been both quantity and qualitative
Developing support teachers’ digital competencies for an inclusive citizenship
Full text linkThe present work focuses on the construct of digital citizenship from an educational and inclusive point of view. Considering the general European interest in implementing citizens’ digital skills and with particular care for the contemporary situ-ation of overall emergency, due to the Covid 19 pandemic case, the idea is that of con-sidering a possible conceptual link between digital skills and the Capability Approach. In the light of an ‘Education for all’, the aware development of teachers and, particu-larly support teachers’ digital skills, may be a crucial key to enact inclusive processes able to guarantee any pupil and student the chance to become a capable and valu-able citizen, despite his/her frailties and social failures. This paper is part of a wider research project entitled “Best practices and tools of analysis in schools and commu-nity contexts: learning, teaching & inclusion”, started in March 2019 and funded by the Department of Psychological, Pedagogical Sciences, Physical Exercise and Training, of the University of Palermo, and of which just a segment related to the analysis of sup-port teachers’ digital competence is reported her
Qualità della didattica universitaria e sviluppo della capacità decisionale. Il modello ADVP per garantire i passaggi da L-19 a LM-85bis.
Full text linkIl presente contributo intende offrire una riflessione sulle competenze attese individuate attraverso la formulazione dei descrittori di Dublino dei CdS in Scienze dell’Educazione (L-19) e Scienze della Formazione Primaria (LM-85bis) istituiti presso l’Ateneo di Palermo e nello stesso tempo proporre un modello per lo sviluppo della maturità professional e
necessaria a garantire scelte consapevoli, mature e responsabili. L’analisi condotta ci ha permesso, in una seconda fase di individuare gli obiettivi formativi finali scelti seguendo il modello proposto dalle Linee Guida dell ’Anvur, e di scegliere il modello dell’Activaction du Developpement Vocationnel et Personnel quale strumento per lo sviluppo della capacità decisionale che permetta un passaggio consapevole e responsabile degli studenti dal corso L-19 al corso LM-85bis
salvaguardando le competenze professionali specifiche che devono acquisire i giovani che intendono dedicarsi all’insegnamento nella scuola primaria e dell’infanzia
Corresponsabilità educativa: dirigenti e genitori a confronto
No full textFamiglie, docenti e dirigenti alleati indispensabili per la crescita armonica della persona, se superano atteggiamenti di contrapposizione, che possono solo rafforzare la cultura della diffidenza e della pretesa di prerogative di controllo e responsabilità, contribuiscono alla crescita di cittadini socialmente costruttivi. Nelle pagine seguenti si cercherà di precisare la relazione scuola-famiglia in un’ottica di autentica partecipazione e reale condivisione
Focal congenital lipoatrophy and vascular malformation: A mild form of inverse Klippel-Trenaunay syndrome?
No full textL’ambiente d’apprendimento nella prima infanzia alla luce della prospettiva Montessoriana: un’indagine in Sicilia
Full text linkThe following paper focus on the growing interest in structuring the learning environment in order to promote the psycho-social-attitudinal development of the infant. The montessorian approach enhances a child-friendly environment. It facilitates active participation in the child’s daily life, thus contributing towards a higher level of independence, self-awareness, self-esteem and self-evaluation. The survey conducted in June 2019 shows that in Sicily less people are adopting montessorian approach nowadays into the early childhood structures
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