1,721,032 research outputs found
Psychology in the plural: Between contexts and perspectives|PSICOLOGIA AL PLURALE: TRA CONTESTI E PROSPETTIVE
No full textCome si fa a smettere di litigare con il proprio partner? Mia figlia a scuola è un genio, ma saprà gestire gli aspetti emotivi e relazionali? Perdere una persona cara è una prova tremenda, come si fa a superarla? Da quando ho perso il lavoro non mi sento più la stessa persona. È solo una impressione o è proprio così? Come aiutare i ragazzi difficili che vivono in contesti deprivati? A quale età posso far usare il cellulare ai miei figli? Come fare ad essere ancora genitori anche se separati? Come aiutare i parenti di malati terminali? Di quali stimoli hanno bisogno gli anziani? Come veicolare la giusta immagine della nostra azienda? Perché non riesco a sentirmi felice? Come motivare un atleta? Come capire qual è il percorso di studi più adatto? Come gestire il rischio durante un’azione militare? Cosa implica, dal punto di vista emotivo, l’adozione di un bambino? Come si soccorre chi ha subito violenza? E cosa si fa a prevenirla? Da dove nasce il razzismo, l’omofobia e atteggiamenti simili, e come contrastarli? Come si supera la dipendenza? Queste sono solo alcune delle domande a cui lo psicologo può fornire risposte. Leggendole si intuiscono facilmente i settori entro cui la psicologia può operare: dal clinico al sociale, dal giuridico e militare ai contesti organizzativi e scolastici, ma anche i servizi sociali, la formazione professionale, l’università, lo sport e il tempo libero. Alla pluralità di contesti si aggiunge la frastagliata diversità di approcci che uno psicologo può adottare: comportamentista, comportamentale-cognitiva, culturale, socio-costruttivista, psicoanalitica, psicodinamica, sistemico-familiare, transazionale, psicologia positiva, neuroscienze, bioenergetica – tanto per accennare un elenco sicuramente non esaustivo. Emerge un quadro che giustifica ampiamente la proposta di una psicologia al plurale. Conseguentemente, anche la definizione della professionalità dovrebbe tentare di articolarsi in modo plurale e l’articolo target che qui commento lo esplicita molto
bene. Qui, però, mi focalizzerò solo due aspetti: la core identity e l’agenda building
BUILDING INTERSUBJECTIVITY AT A DISTANCE DURING THE COLLABORATIVE WRITING OF FAIRYTAILS.
No full textThis paper introduces intersubjectivity as a concept playing a crucial role in collaborative tasks, even when performed between partners at a distance. Two 5th grade classes from two European countries (Italy and Greece), collaborated in writing fairytales inspired by philosophically relevant issues. The software supporting the task is an asynchronous virtual environment. Videos recorded in the Italian class and materials posted on the platform were analyzed using qualitative approaches and discourse analysis. The case-study discussed shows how the construction of intersubjectivity at a distance is a complex process involving many aspects. The main results highlight how participants: (a) use the narrative structure as a pre-requisite to build an intersubjective space where partners representation plays an important role; (b) exploit to a high degree the intellectual reasoning needed to accomplish the task in a truly collaborative way; (b) attain a fine tuning of reflective and metacognitive skills fostering a genuine interdependency during the task. Within this process, computer mediation amplifies the partners ‘‘presence’’ all through the creative writing process, expanding [Bruner, J., 2002. Making stories: law, literature, life. Farrar Straus & Giroux] definition of writing as an activity where the ‘‘audience’’ plays a fundamental role as a ‘‘co-author’’
Investigating chronotopes to advance a dialogical theory of collaborative sensemaking
No full textThe aim of this paper is to highlight the contribution offered by the dialogical approach in understanding the interconnectedness of the situated sensemaking and situation-transcending processes occurring during the collaborative finalization of a product. We propose a dialogical theory of sensemaking based on the concepts of chronotope, voice and artefact mediation, aimed at investigating how multiple space–time frames are interconnected in collaborative sensemaking. We argue that this analysis is complementary to both the semiotic and the institutional analyses of sensemaking, which constitute the basis of our theorizing. To concretely illustrate our proposal for a chronotopic analysis of collaborative sensemaking, we qualitatively discuss an excerpt taken from a meeting of a multidisciplinary professional team working on the finalization of a web platform meant for enterprises
Identity constructs and virtual interactions in communication via MOO | [Costrutti identitari e interazioni virtuali nella comunicazione via MOO]
No full textTeacher Practices Observation Enriched by Collective Discussion: Teacher Noticing as I-Position
No full textTeacher noticing has become a prominent construct in teacher education and professional development research. Teachers' professional development devices are based on their ability to observe, share, and reflect on their teaching practices. In this article, we adopt a socio-cultural perspective to investigate teachers' act of noticing classroom practices, particularly those oriented toward inclusion. Considering this approach, we developed a reflection on teachers' positions as observers of inclusive practices and how this position could impact students' learning. To support this reflection, we collected audio recordings of 25 teacher students attending a teacher education course and their final reflexive written products. From the qualitative data analysis, we identify three different level of positions: I-as-observer of the students, I-as-observer of my own practices with the students, and a meta-position-as-observer of the entire educational context, including their own actions. The implication of the results of this study will contribute to improving and guiding teachers' observation and their noticing ability related to inclusive practices
Different worlds, diverse experiences: social interactions in Collaborative Virtual Environments
No full textSociomateriality as a partner in the polyphony of students positioning
No full textIn this article, an innovative academic course, inspired by the Bakhtinian perspective and positioning theory, is presented and discussed. Within this dialogic framework, we argue that the sociomateriality of the setting cannot be considered as a separate voice because it influences the polyphony of the students' intricate positioning processes. The research context was a semester-long course on “Materiality in contexts” attended by 26 university students (6 male and 20 female), which introduced sociomaterial perspectives in education. During the course, hands-on activities were organized jointly by teachers and students, including two workshops addressed to children (aged 4–11 years) and their parents, in which the participants were involved in creating musical instruments and inventing figurines' means of transportation. The data presented in this article concern the transcriptions and analyses of three focus groups conducted at the end of the course to allow the university students to reflect about their lived experience. Through a qualitative analysis, we discuss several excerpts extracted from the focus groups to show how sociomateriality enters the polyphonic orchestration of voices concurring to define students positioning
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