1,721,003 research outputs found
COMMUNICATION AS A TRANSVERSAL COMPETENCE FOR THE SCHOOL-FAMILY ALLIANCE. AN INVESTIGATION WITH FOREIGN PARENTS
Full text linkTra le 10 competenze che richiedono aggiornamento e formazione, il World Economic Forum (2020) ha inserito al secondo posto la comunicazione. Un processo comunicativo efficace tra le diverse agenzie educative comporta notevoli benefici per tutti gli attori coinvolti nel processo di apprendimento/insegnamento: sugli studenti, sui genitori e sugli insegnanti (Garcìa Bacete & Traver, 2010). In quest’ottica la comunicazione diventa il terreno fertile dell’incontro e il fondamento di ogni comunità (Pati, 1984, p. 61). Acquisire o potenziare le competenze comunicative può essere la chiave di volta per il sostentamento della relazione educativa scuola-famiglia. Nell’ambito del presente studio sulla relazione scuola-famiglia, si è sviluppato un approfondimento sulla relazione scuola-famiglie non autoctone. In questo paper si discutono i risultati di un’indagine che ha inteso comprendere che tipo di comunicazione attuano i genitori di altra nazionalità rispetto a quella italiana. Riflettere su come i genitori percepiscono le loro competenze comunicative potrebbe aprire riflessioni e possibili azioni formative da intraprendere.Among the 10 skills that require updating and training, the World Economic Forum (2020) placed communication in second place. An effective communication process between the different educational agencies has significant benefits for all the actors involved in the learning/teaching process: on students, parents, and teachers (Garcìa Bacete & Traver, 2010). From this perspective, communication becomes the fertile ground of encounter and the foundation of every community (Pati, 1984, p. 61). Acquiring or enhancing communication skills can be the key to sustaining the school-family educational relationship. As part of this study on the school-family relationship, an in-depth study has been developed on the relationship between school and non-indigenous families. This paper discusses the results of a survey that aimed to understand what type of communication parents of other nationalities than Italians carry out. Reflecting on how parents perceive their communication skills could open reflections and possible training actions to be undertaken
Partnership for training. Genitori, docenti e dirigenti a confronto. Strumenti e modelli di valutazione
No full textThis paper focuses on the need to work on co-responsability between school and family. This aim is developed assuming that a growing interest on quality schools involves the construction of significant alliances. Building a common "Pact" between these two important educational agencies means increasing a global and meaningful development of the students.
The Ecological systems theory explains how the child, on his path of bio-psycho-social maturation, is constantly influenced by different and interdependent "systems", which simultaneously exert their effect over the child. In view of this natural interdependence, the school-family alliance becomes a pivot upon which to base the pact of co-responsibility in order to give unity and significance to the educational development path of the child-student.
To assess the levels of common co-planning and profitable exchange activated inside formal education sites, the present contribution makes use of three different interviews carried out respectively with teachers, parents and head teachers in a network of sicilian schools.
Understanding the current relational models pursued is interesting for the future design of new ways to rethink the relationship between schools and families
Il Dialogo Possibile tra Educazione e Neuroscienze. Un’indagine sulle Prassi Neuroeducative degli Insegnanti
Full text linkL’orizzonte neuroscientifico corrobora le Scienze dell’Educazione compor-tando un reale ripensamento dei processi di insegnamento e apprendimento in favore di percorsi educativi di qualità. Sondando il carattere dialogico della Neuroeducazione si riportano alcune evidenze neuroscientifiche che affermano l’unicità di ogni cervello; si analizzano le ricadute neuropedagogiche per poi volgere lo sguardo ad un’indagine svolta con un gruppo di 1428 insegnanti della regione Sicilia per analizzare le loro prassi educativo-didattiche fondate nell’orizzonte neuroeducativo. Il processo di analisi ha evidenziato alcuni dati significativi che lasciano intendere una necessaria opera di formazione in fa-vore dei principi neuroeducativi.The neuroscientific horizon corroborates the Educational Sciences by involving a real rethinking of teaching and learning processes in favor of quality educational paths. By probing the dialogic character of Neuroeducation, some neuroscientific evidence is reported that affirm the uniqueness of each brain; the neuropedagogical repercussions are analyzed and then turned to a survey carried out with a group of 1428 teachers from the Sicily region to analyze their educational and didactic practices based on the neuroeducational horizon. The analysis process highlighted some significant data that suggest a necessary training work in favor of neuroeducational principles
PEER-TUTORING AT THE UNIVERSITY. ANALYSIS OF A SINGLE CASE STUDY
No full textThe paper focus on the theme of peer learning with reference to the university context. Peer tutoring is an educational strategy that aims to activate mutual support between peers to promote an authentic and co-participated learning experience. In doing this it is necessary that the relationship is positive and that the "power" between the people involved is balanced; in other words, that participation is spontaneous [1].
Orientation and tutoring are now a reality for Italian and international universities [2],[3]. If initially said activity was intended to guide and inform incoming students, later the offer was extended to the entire university career and for heterogeneous needs [4],[5],[6]. In this perspective, students are not considered mere users, but "learning partners" who can engage themselves and others in a process of authentic and active involvement in their training path [7], [8], [9].
After having outlined the main characteristics of the tutoring activity, enhancing its socio-cognitive dimension and after having framed the phenomenon in the context of the Palermo university context, we propose the qualitative analysis of a single case study with explanatory purposes [10], as what stands out is the singularity of the person [11]. It was conducted during the A.Y. 2020/2021 by a Teaching Tutor.
It is argued that, by developing a holistic-systemic path that implements active training accompanying strategies, participatory paths, and transversal skills can be developed that are useful for coping with a university path that is never more severely tested in this pandemic period. The path developed involved the use of an observation tool (checklist), compensatory tools, learning strategies that, combined with strategies for organizing the daily routine and managing anxiety and mnemonic methodologies, can develop not only the understanding of the subject itself, but also for the enhancement of the transversal skills of the tutee.
The tutoring activity developed has shown that significant and authentic development paths can be activated, not only based on the transfer of information and/or notions but aimed at achieving the holistic development of the person, participatory and co-built development.
The strategies implemented have allowed an improvement in various areas and with respect to the various objectives set.
Furthermore, with the persistence of the pandemic situation, some critical issues of a social and cultural nature have emerged with respect to the context of university learning [12] which we have tried to deal with through a one-to-one relationship in which the socio-emotional sphere was found to be fundamental. In this dimension of social distance, peer-tutoring takes on greater importance in providing disinterested and all-round support so that the student can feel accompanied and supported in his/her university advancement path
L’eredità Montessori: dalla “questione sociale” dell’infanzia alla famiglia come micro-comunità d’apprendimento
No full textMaria Montessori si è dedicata all’educazione della famiglia ponendola in continuità con l’impostazione pedagogica delle Case dei Bambini. In questo modo il bambino sperimenta quella continuità educativa che lo conduce all’autodeterminazione secondo natura e alla liberazione rispetto ad un mondo adulto che troppo spesso si rivela cieco davanti al “maestro interiore” del bambino e sordo di fronte alle sue esigenze di sviluppo. A partire da questa consapevolezza il paper riflette su due aspetti della formazione degli educatori: da un lato l’importanza dell’armonia degli intenti educativi, dall’altro l’autentica liberazione del fanciullo. Tale diade viene analizzata attraverso uno sguardo deduttivo che dalla comunità (con un cenno alle maggiori agenzie educative) si concentra poi sulla famiglia (con un cenno alla coppia genitoriale). Appurata l’esigenza tuttora attuale della formazione degli educatori in tal senso, l’ultimo paragrafo inquadra alcune possibili proposte formative e alcune evidenze empiriche.Maria Montessori dedicated herself to the education of the family, placing it in continuity with the pedagogical approach ofthe “Case dei Bambini”. In this way, the child experiences that educational continuity that leads him to self-determination according to nature and to liberation from an adult world that too often turns out to be blind to the child's "inner teacher" and deafto his developmental needs. Starting from this awareness, the paper reflects on two aspects: on the one hand the importance of the harmony of educational intentions, on the other hand the authentic liberation of the child. This dyad is analyzed through a deductive gaze that from the community (with a note to the major educational agencies) then focuses on the family (with a note to the parental couple). Having ascertained the still current need for training educators in this sense, the last paragraph shows some possible training proposals and some empirical evidence
STORYTELLING AND ALZHEIMER'S DISEASE: NARRATIVE ACTIVITY THAT PROMOTES IDENTITY AND FLOURISHES IN INTERACTION
Full text linkQuesto studio rileva l’uso dello storytelling per la promozione della
dimensione cognitiva/identitaria e socioculturale delle persone over
55. Un workshop di storytelling culturale è stato condotto con un
gruppo di 14 persone presso l’Alzheimer Cafè di Palermo. I risultati
mostrano che la metodologia sperimentata permette la
valorizzazione della persona e che il sostegno del caregiver/gruppo è
fondamentale per la persona affetta da Malattia di Alzheimer quando
la narrazione diventa ‘fragile’.This study detects the use of storytelling for the promotion of the
cognitive/identity and socio-cultural dimension of people over 55. A
cultural storytelling workshop was conducted with a group of 14
people at the Alzheimer Café in Palermo. The results show that the
methodology tested allows the valorisation of the person and that
caregiver/group support is fundamental for the person with
Alzheimer's disease when storytelling becomes 'fragile'
THE VALIDATION OF A SELF-ASSESSMENT TOOL FOR THE TEACHER'S PRACTICES THAT EMBRACES THE NEURO-EDUCATIONAL APPROACH
No full textThis contribution intends to present a study and research path that, starting from the theoretical framework of neuro-education, has led to the identification of five indicators (transversal area, socio-emotional-affective area, cognitive area, linguistic-communicative area, praxico-motor) on the basis of which a neuro-evaluation tool for teachers was built and validated: Self-assessment questionnaire of neuro-didactic and educational practices for teachers.
Neuroscientific research is offering numerous points of reflection-action on the functioning of the brain and on how to modify the teaching and the educational proposal to improve the performance and growth of the person. However, the path traced by neuro-education is not free from persistent and new criticalities that educational contexts cannot fail to consider. Among them is the reflection on the neuro-myths that risk diverting educational action and on the teacher's bias that can create unconscious and harmful consequences.
After analyzing some crucial open questions, the founding characteristics of the docimological action and the role assumed by self-assessment for the learning/teaching processes are defined.
This scenario includes the proposal of a tool that can serve as a specific and concrete example for the teacher who is preparing to operate in the educational-didactic practice by adopting the neuro-didactic approach.
On this beaten path weighs the specter of closure on the part of teachers who, due to a lack of self-criticism or the difficulty in getting out of their comfort zone, could compromise «the validity, reliability and feasibility of evaluation projects of relevant aspects of their work and their contexts». To escape from this immobility behind which the attitude of some teachers seems to be entrenched, the focus has been on increasing awareness and disseminating the right information on the slow, but inexorable ride of neuro-education, as well as on the direct and active involvement of the recipients. of the instrument that we now intend to present.
The construction of the instrument began in January 2021 and lasted until April 2021, in parallel with the formulation of 70 neuro-didactic principles and the neuro-education studies carried out.
The validation process developed in three phases:
1- Try-out: the first version of the questionnaire was administered to 69 teachers (Purposive or judgment sampling) in training on the topic of neuro-education from 19 to 23 April 2021, which was followed by the Classical Item Analysis (ICT) and adaptation of the tool (Face validity).
2- First administration addressed to 439 future teachers (Convenience sampling): students of the second year of the study course in Primary Education at the University of Palermo of the A.Y. 2020/2021 which was followed by the reliability analysis (Alpha by Cronbach) and item-total correlation (Construct validity).
3- Second administration addressed to 1421 teachers from the Sicily region (Dimensional sampling) which allowed the exploratory factor analysis at the end of which the final version of the tool was formulated (Content validity)
L’Higher education in trasformazione: tra il potenziamento dell’employability e stakeholder view
Full text linkThe higher education evolution passes through the enhancement of employability. It is necessary to focus on the construction of professional skills on the one hand, and on the other to create a bridge with the work field. An exploratory survey was conducted with stakeholders for the internship of the SPPEfF Department of the University of Palermo in the A.Y. 2019/2020 with the aim of: identifying the skills valued in working contexts in order to modify the study plans of the departmental courses for the A.Y. 2020/202
Recensione di Drama Teaching Design. Presupposti e metodologie didattiche inclusive - Giuseppa Compagno
No full textTHE MULTI-CODE LANGUAGE OF THE MIND. A SURVEY ON TEACHERS’ EDUCATIONAL PRACTICES
Full text linkIn planning the educational offer, the educator/teacher must consider the emerging neuroscientific evidence concerning the multi-codic language of the mind and the peculiarity of each evolutionary trajectory. After framing the different multi-codic influences that characterize the formation of brain configurations (two examples are reported: one linked to the cognitive sphere and one linked to motor skills and corporeality), the consequent peculiarity of each student or person in training is underlined.
In the second part of the paper, a survey conducted with 440 teachers of the first and second cycle school during the second semester of the A.S. 2020/2021. The survey was conducted through the administration of the “Questionnaire for the detection of neuro-didactic practices” and aims to measure the level of knowledge and use of the neuro-educational and neuro-didactic principles in the teaching practice of teachers. With respect to the five areas investigated (transversal, cognitive, socio-affective, linguistic and praxic-motor), the most significant results are discussed regarding the programming of activities and teaching material, taking into consideration some neuro-educational principles concerning the multi-codic functioning of the brain
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