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Educational Research and Policy-Making. Questions, Challenges and Perspectives for a Pedagogical Debate
No full textThroughout the world countries agree that education is a key matter to responding today’s challenges concerning societies, cultures, economies, health and progress. Our lifetime, even defined “postmodernity”, characterized by wider and wider globalization, referred not only to economic systems but also to technological, sociocultural, political, and biological factors, is involved in an uncontrolled and unstoppable process of continuing and faster changes.
In the first part, G. Aleandri deepens shared education policies and reforms towards lifelong learning and education. Education is essential both for individuals and for socio-economic well-being of countries: it provides knowledge, competencies and skills, essential to participate effectively and to cooperate together in society and to contribute to the growth of economic, scientific and cultural knowledge. OECD (Organization for Economic Co-operation and Development) countries agree that is important to know how efficiently each education policy is adapting to new global challenges and issues. Reform in education is a key question in most countries, but it is important to verify if education reforms actually renew policies, practices and outcomes. The international indicators by OECD offer a comparative framework for analysis, useful for education policies to improve quality in the educational offer. The data analyses show that human capital is one of the most important factors for all countries growth. Aleandri chose some international indicators enclosed in each survey since Education at a Glance 2006 (EAG 2006) till Education at a Glance 2009 (EAG 2009), so we can analyze some data of the same indicator across four years. The hope is that more and more kinds of cooperation and partnership among policy makers, pedagogists and education researchers will be promoted, as well as networking among school institutions, universities, other learning organizations, all stake-holders and private companies too, so to make more shared and finally both contemplated and democratic choices and decisions.
In the second part, L. Girotti considers the complex relationship between research and policies through a pedagogical approach. In fact, this partnership/cooperation needs serious reflection and deep investigation by educational research about related questions and challenges. The pedagogical/educational research can benefit from the relationship with public policies not so much in terms of gaining recognition and/or cultural-political influence but because this relation calls for ethical, scientific and methodological challenges that may help to explain its goals, perspectives and contributions. L. Girotti recognizes this contribution in term of resources to validate the experiences of guidance in school, to sustain the guidance function of education/school system, to formulate public policies for guidance. The aim of this article is to draw attention on this last aspect for stressing pedagogical debate on some research perspectives
Interdisciplinary perspectives for pedagogical research: from selection to education of new teacher
No full textIn Italy, as in any occidental “advanced” country, the theme/problem of the selection and training of teachers is one of the focus of political and pedagogical debate. It is also one of the most popular and interesting “strands” of pedagogical and educational research. The aim of this paper is to reflect on issues and problems related to the selection and the education of future teachers from the perspective of their university training, starting from consideration of legislative and regulatory aspects and providing some analyses moving from, even considering the early stage of data collection, empirical evidence from the admission test. So, the following reflections are to address – although, in summary – legislative aspects, critical analysis, pedagogical perspectives of admission test for primary teacher degree.
We are pursuing a research, that will be illustrated in the following pages – at the present time, we warn again, in the initial phase –, which takes place starting to focus on University of Macerata and it is part of at least a five-year survey project, which plans, as its object of study, the selection of future teachers of kindergarten and primary, put in relation to school curriculum, development of university training, access/entrance to/in the teaching profession, with attention to both legislative developments and pedagogical perspectives. The objective is proposing to experience evaluations for college students – and future teachers – in line with the Dublin descriptors and in a clear and stable legal framework. At the same time, we consider it is necessary to study the relevant legislation – and its interpretation and evolution – because university education and training cannot avoid, first of all, the issue of rules of access to the teaching profession. These issues were presented and discussed at an international conference.
The positive results of the admission tests and the excellent outcomes of examinations of the first year of graduation course at University of Macerata led to reflect about pedagogical and educational aspects of the teacher-student relationship and university teaching.
So, in the last part, the paper draws attention to the need to think/discuss – in pedagogical perspective – about the failure in studies, to avoid problems during the studies and
provide adequate guidance and tutoring
Admission test to Primary Teacher Education:some empirical evidences and reflections fromUNIMC experience
No full textValutare la valutazione: la ricerca come progetto di miglioramento
No full textIl presente articolo intende porre in evidenza alcuni temi/problemi sui quali appare opportuno riflettere come ricercatori (e docenti) di area pedagogica, a fronte dei provvedimenti in materia di abilitazione scientifica nazionale e di valutazione dei prodotti scientifici. L'attenzione è posta alla necessità e all'opportunità di affrontare, anche per la valutazione della ricerca e dell'università, la questione della meta-valutazione, ovvero di sottoporre ad analisi/valutazione critico/riflessiva l'intero processo/sistema di valutazione, esprimendo il convincimento che la nuova disciplina delle valutazioni può costituire un'occasione per avvalorare un rinnovato rigore negli studi, nella ricerca, nella produzione, unitamente ad un ruolo attivo e autorevole delle comunità scientifiche che esprima la necessità intrinseca della valutazione, nella misura in cui ad essere sottoposto ad una valutazione trasparente è proprio lo stesso sistema di valutazioni. Le argomentazioni proposte giungono ad indicare proprio nella stessa ricerca la modalità che appare più congrua per fornire indicazioni e/o suggerimenti volti al miglioramento del sistema di valutazione della ricerca: l'attività di ricerca come itinerario e processo sistematico e intenzionale appare il quadro adeguato in cui poter collocare l'analisi critico-riflessiva delle operazioni valutative che si stanno conducendo. Il riferimento è ad una ricerca orientata, quindi, alla progettazione, il cui scopo sarebbe quello del miglioramento progressivo del sistema di valutazione, offrendo una possibile attuazione dell'auspicio da tutti formulato
Professional-lifelong Education and Training of Teacher: A Significant Perspective and Hard Challenge for the Development of School System
No full textAbstractThe public debate stimulated by the publication of several both national and international researches on schools and teachers urges the investigation of pedagogical thinking around the selection, training and education of teachers in the perspective of lifelong learning supported by a – consistent and appropriate – system design. The aim of this reflection paper is to stress pedagogical reflection and educational research about the crucial role of selection, education, training of teacher – with focus on primary teacher education – and of “continued construction” of their qualifications in relation to the very fast-changing social and cultural, as well as the important issue concerning the quality of teaching and training. This is achievable if the initial training and in-service training are designed, planned, implemented as part of a system of vocational training in the teaching profession. This type of teacher training will guarantee to have an education for all children and to make teachers efficiently able to stimulate children themselves toward a lifelong learning and education perspective too. Reflections are deepened with a systemic-relational approach and hermeneutic, heuristic and critical method, suggesting university as possible key institution – not the only, of course – to think about and plan a new system of teacher education and education of teacher in a life-professional-long perspective
Which assessment counts? Questions and reflections regarding the Italian debate about assessment of educational research
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Numeri “Primari”. Uno studio pilota per analizzare e progettare la formazione universitaria dei docenti di scuola primaria e dell’infanzia
No full textS. Polenta- R. Tumino, Secondary school, in R. Deluigi, L. Girotti, E. Perzycka, S. Polenta, P. G. Rossi, Flavia Stara, R Tumino, Culture of Trust in ICT-aided Educational Interactions – Report 5, (English & Italian), pp. 28-39; pp. 104-115; ISBN, 978-83-7972-015-6, Stettin, Wydawnictwo Nauukowe Univewrsytetu Szceecinskiego, 2015
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