The paper aims to propose a specific reflection about the “second level” educational professionals’ training. For “second-level” education professional we mean a professional who is trained to act as a supervisor, trainer, evaluator, coordinator, or counsellor in the field of education, and who has therefore acquired a “second-level” perspective on educational work. These professional are involved in activities such as designing, managing, and evaluating educational services in different contexts of intervention. Developing such skills represents a challenge for university didactic because it entails a strong connections between thinking and acting (Schön, 1993), instrumental dimension and meaning making, theoretical and practical knowledge (Riva, 2011). In relation to this, the university traineeeship programme could represent a fundamental place for synthesis and composition (Galimberti et al., 2016). The Master Degree Course in Pedagogical Sciences of Milano Bicocca University elaborated a programme meant to enhance the learning potential for students, firstly carried out in A.Y. 2015-2016 and labelled Tirocinio Formativo e di Orientamento (TFO) or Traineeship and Guidance Programme (Galimberti et al., 2015). The University traineeship programme for second level educational professionals will be presented, highlighting its pedagogical assumptions. Particularly, a specific focus will be dedicated to activities of research (Fook, 2002; Koustoulas et al., 2019) in an educational service setting with the aim to explore the educational second level professional functions being implemented there (Gambacorti-Passerini, 2019). The path, implemented for the first time in the 2015-2016 academic year, has been further refined year by year also referring to focus group discussions conducted with the students at the end of the full year of operation of the training. Important changes in the traineeship have been caused by the Covid pandemic: a peculiar focus of the presentation will be also oriented to expose them and the educational reflections that justified them.
Gambacorti Passerini, M., Eginardo, P. (2021). Which trajectories to train “second level” educational professionals? Reflections about a university traineeship facing Covid pandemic. In Scuola Democratica. Book of Abstracts of the International Conference of the journal Scuola Democratica. Reinventing Education, 2-5 giugno 2021 (pp.205-214). Rome : Associazione “Per Scuola Democratica”.
Which trajectories to train “second level” educational professionals? Reflections about a university traineeship facing Covid pandemic
Gambacorti Passerini, MB;Eginardo, P
2021
Abstract
The paper aims to propose a specific reflection about the “second level” educational professionals’ training. For “second-level” education professional we mean a professional who is trained to act as a supervisor, trainer, evaluator, coordinator, or counsellor in the field of education, and who has therefore acquired a “second-level” perspective on educational work. These professional are involved in activities such as designing, managing, and evaluating educational services in different contexts of intervention. Developing such skills represents a challenge for university didactic because it entails a strong connections between thinking and acting (Schön, 1993), instrumental dimension and meaning making, theoretical and practical knowledge (Riva, 2011). In relation to this, the university traineeeship programme could represent a fundamental place for synthesis and composition (Galimberti et al., 2016). The Master Degree Course in Pedagogical Sciences of Milano Bicocca University elaborated a programme meant to enhance the learning potential for students, firstly carried out in A.Y. 2015-2016 and labelled Tirocinio Formativo e di Orientamento (TFO) or Traineeship and Guidance Programme (Galimberti et al., 2015). The University traineeship programme for second level educational professionals will be presented, highlighting its pedagogical assumptions. Particularly, a specific focus will be dedicated to activities of research (Fook, 2002; Koustoulas et al., 2019) in an educational service setting with the aim to explore the educational second level professional functions being implemented there (Gambacorti-Passerini, 2019). The path, implemented for the first time in the 2015-2016 academic year, has been further refined year by year also referring to focus group discussions conducted with the students at the end of the full year of operation of the training. Important changes in the traineeship have been caused by the Covid pandemic: a peculiar focus of the presentation will be also oriented to expose them and the educational reflections that justified them.File | Dimensione | Formato | |
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