My research focuses on contextual variables that allow to develop complex educational interventions to prevent school drop-outs, within the framework of Social Justice for Teacher Education (Cochran-Smith, 2004). A Student-Voice design (Grion, Cook-Sather, 2013) was carried out in June-July 2020 to collect conceptualizations on distance teaching and learning of support teachers and educators still in training: semi-structured interviews triggered an in-depth self-reflection, making working students experience a Service Research (Asquini, 2018). Data were analysed according to socio-constructivist Grounded Theory (Charmaz, 2014): findings look at critical issues that emerged during the pandemic coming to propose an ecological theory of educational fragility, paving the way to a new sustainability for the post-pandemic. This perspective is informing a new research-training the team is conducting from January 2021 in the “Antonia Vita” Popular School (Monza), aimed at developing innovative processes and competences in practitioners and new knowledge-construction and (self-)assessment tools in support of practices.

Cotza, V. (2021). Research-training paths during and beyond the pandemic. From meta-reflection towards innovative practices. In Re-thinking adult education research. Beyond the pandemic towards the INTALL Project Results. Book of abstracts. Research in times of pandemic. Pre-Conference (pp.3-4).

Research-training paths during and beyond the pandemic. From meta-reflection towards innovative practices

Cotza, V
2021

Abstract

My research focuses on contextual variables that allow to develop complex educational interventions to prevent school drop-outs, within the framework of Social Justice for Teacher Education (Cochran-Smith, 2004). A Student-Voice design (Grion, Cook-Sather, 2013) was carried out in June-July 2020 to collect conceptualizations on distance teaching and learning of support teachers and educators still in training: semi-structured interviews triggered an in-depth self-reflection, making working students experience a Service Research (Asquini, 2018). Data were analysed according to socio-constructivist Grounded Theory (Charmaz, 2014): findings look at critical issues that emerged during the pandemic coming to propose an ecological theory of educational fragility, paving the way to a new sustainability for the post-pandemic. This perspective is informing a new research-training the team is conducting from January 2021 in the “Antonia Vita” Popular School (Monza), aimed at developing innovative processes and competences in practitioners and new knowledge-construction and (self-)assessment tools in support of practices.
No
abstract + poster
Social Justice for Teacher Education, Distance teaching and learning, Student Voice, Popular school, Research and training.
English
Re-thinking adult education research. Beyond the pandemic towards the INTALL Project results. Research in times of pandemic. Pre-conference
https://issuu.com/fabio.togni/docs/book_pre-conference_rv
Cotza, V. (2021). Research-training paths during and beyond the pandemic. From meta-reflection towards innovative practices. In Re-thinking adult education research. Beyond the pandemic towards the INTALL Project Results. Book of abstracts. Research in times of pandemic. Pre-Conference (pp.3-4).
Cotza, V
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/327362
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