VALUTARE L’ALTERNANZA SCUOLA-LAVORO: DAL BISOGNO ALL’INTERVENTO FORMATIVO

Risultato della ricerca: Contributo in libroChapter

Abstract

Work-based training as part of secondary education was introduced by the Law 107/2015 as a compulsory training methodology for students in every high school; the rapid start-up times, due to normative cogency, have often hindered a process of gradual construction and a systematic and shared reflection resulting in a reduction in the training potential of the work-linked training. The latter, perceived as a pedagogical device, represents an opportunity to re-interpret the way of “doing school” by helping to overcome the gap between theory and practice, knowledge and skills, formal, informal and non-formal educational contexts. To implement the principles of educational integration, unity of knowledge and educational co-responsibility between school and territory, which are pillars of work-linked training, teachers must be provided with knowledge and specific skills that cannot be taken for granted. In this perspective, it becomes useful to investigate their needs in order to plan, even in the university context, targeted support and accompanying action. The contribution describes the survey conducted by CeRiForm to explore teachers’ training needs in Lombardia (Italy); the results have highlighted decisively, and in continuity with scientific literature, a critical area linked to assessing and evaluating work-linked training; on the basis of these data, a training course has been planned in order to fulfill this educational need.
Titolo tradotto del contributo[Autom. eng. transl.] ASSESSING SCHOOL-WORK ALTERNATION: FROM NEED TO TRAINING INTERVENTION
Lingua originaleItalian
Titolo della pubblicazione ospiteTraining actions and evaluation processes
Pagine481-492
Numero di pagine12
Stato di pubblicazionePubblicato - 2019

Keywords

  • Assessment
  • Higher Education
  • Research
  • Work-based learning
  • alternanza scuola lavoro
  • formazione superiore
  • ricerca
  • valutazione

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