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Tino, C (2016) Alternanza Scuola-Lavoro: Modelli Teorici e analisi di Pratiche per Promuovere Partnership Intelligenti. [Proposte operative per la formazione dei docenti come boundary spanners fra sistemi]. [Ph.D. thesis]

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Abstract (english)

The exploratory research, is leaded mainly by the frames of the Activity Theory (Engeström, 1987; 1999; 2001) and the situated learning (Chaiklin & Lave, 1993; Fabbri, 2007; Fenwick, 2003; Lave , 1988; Lave & Wenger, 1991), in order to identify the characteristics of the process that characterizes partnership’s development between the two systems, school and work, as well as the practices carried out during the School-Work Alternantion paths (SWA). With the aim of also identifying room of improvement, it was investigated the role of the teacher-tutor as boundary spanners (Wreets & Sandmann, 2010) between the school and the work systems. Seven high schools of northern Italy were involved, and the exploratory study was conducted using the mixed method approach including the triangulation and the qualitative and quantitative approaches (Creswell, 2013; Teddlie and Tashakkori, 2009). The research design included two directions: i) the exploration of SWA phenomenon through a qualitative approach (focus groups and interviews) and a quantitative one (CAWI survey for students of classes IV-V); ii) the identification of room of improvement through the collection of data of teacher-tutors’ boundary spanners behaviors (CAWI survey for teachers on a national sample) and the recommendation for a possible training pathway, based on the professional profile of SWA figures, came to light. The results obtained show that: SWA is recognized by all the actors involved, a learning experience; its effectiveness depends on certain predictors that confer to it the characteristic of situated learning and of effective partnership; workplaces and schools do not show to inhabit a common space, characterized of shared boundary objects, rules and artifacts. The results obtained from the survey aimed at teachers are also important, because they show that boundary spanners behaviors can be treated in order to develop a new professional profile of SWA teacher-tutors, through tailored training courses, supporting them to become skillful promoter of internal and external partnership

Abstract (italian)

La ricerca, a carattere esplorativo, si pone principalmente all’interno delle cornici della Teoria dell'Attività (Engëstrom, 1987;1999; 2001) e dell’apprendimento situato (Chaiklin & Lave, 1993; Fabbri, 2007; Fenwick, 2003; Lave, 1988; Lave & Wenger, 1991), nell’intento di identificare le caratteristiche del processo di costruzione della partnership dei sistemi scuola-lavoro, oltre che delle pratiche realizzate durante i percorsi di Alternanza Scuola-Lavoro (ASL). Con l’obiettivo di individuare anche spazi di miglioramento, è stato investigato il ruolo dei docenti-tutor come boundary spanners (Wreets & Sandmann, 2010) fra i sistemi scuola-lavoro.
Con il coinvolgimento di sette scuole secondarie di secondo grado del nord-Italia, il percorso esplorativo è stato condotto tramite la metodologia del mixed method includendo insieme alla triangolazione, approcci quali-quantitativi (Creswell 2013; Teddlie e Tashakkori, 2009).
Il piano della ricerca ha previsto due direzioni: i) l’esplorazione del fenomeno dell’ASL tramite un approccio qualitativo (focus group e interviste) e quantitativo (indagine CAWI per studenti delle classi IV-V); ii) l’individuazione di spazi di miglioramento attraverso la rilevazione degli orientamenti di boundary spanners dei docenti-tutor (indagine CAWI per docenti su un campione nazionale) e l’elaborazione, come raccomandazione, di una possibile proposta formativa, sulla base del profilo professionale delle figure dell’ASL emerso.
I risultati ottenuti dimostrano che l’ASL è riconosciuta, da tutti gli attori coinvolti, un’esperienza di apprendimento; che la sua efficacia dipende da alcuni predittori che attribuiscono ad essa il carattere situato dell’apprendimento e della partnership efficace; che attualmente scuola e lavoro non dimostrano di abitare uno spazio comune, caratterizzato da boundary objects, rules e artifacts condivisi. Importanti sono anche i risultati ottenuti dall’indagine rivolta ai docenti, rilevando che gli orientamenti di boundary spanners possono essere formati nell’intento di sviluppare un nuovo profilo professionale delle figure di ASL, tramite appositi percorsi formativi, aiutandoli a divenire abili sostenitori e promotori di partnership interne ed esterne.

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EPrint type:Ph.D. thesis
Tutor:Fedeli, M
Ph.D. course:Ciclo 29 > Corsi 29 > SCIENZE PEDAGOGICHE, DELL'EDUCAZIONE E DELLA FORMAZIONE
Data di deposito della tesi:30 January 2017
Anno di Pubblicazione:14 November 2016
Key Words: Alternanza Scuola-Lavoro, partnership scuola-lavoro, apprendimento situato, Boundary Spanner, formazione docenti, mixed-method/ School-Work Alternation, school-work partnership, situated learning, Boundary Spanner, teacher training, mixed-method.
Settori scientifico-disciplinari MIUR:Area 11 - Scienze storiche, filosofiche, pedagogiche e psicologiche > M-PED/03 Didattica e pedagogia speciale
Struttura di riferimento:Dipartimenti > Dipartimento di Filosofia, Sociologia, Pedagogia e Psicologia Applicata
Codice ID:10076
Depositato il:02 Nov 2017 15:55
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