LIBRI DI ANTONIA CUNTI

Presentando una ricerca che ha coinvolto allenatori in possesso almeno del III livello tecnico riconosciuto dal CONI, dunque sufficientemente formati sul piano tecnico-sportivo, ma non necessariamente su quello educativo, il volume intende rivolgersi a tutti i professionisti che sono interessati a una formazione critico-riflessiva in ambito sportivo, consapevoli che la riflessività costituisca ormai la cifra distintiva di un costrutto di professionalità sempre più competente e in continuo divenire.

Obiettivo del libro è di presentare i concetti base del sentire e dell’agire educativamente l’altro quando in primo piano sono il corpo e il suo vissuto. Il richiamo al movimento e allo sport ha il senso sia di sottolineare la loro specifica qualità pedagogica, sia di rilanciare la loro grande opportunità educativa, quale spazio di costruzione e ri-costruzione identitaria e di ricomposizione di difficili sintonie tra i vari ambiti ed espressioni dello sviluppo e della crescita.

The theme of emotions and relationships at school in recent years is acquiring a growing space in pedagogical literature. Their centrality for the purposes of successful teaching and learning is ascertained by numerous studies and research of different disciplinary fields. From the point of view of teacher behavior, the emotional dimension is no longer linked to character aspects but to specific skills that all teachers should possess. First of all, it is fundamental to know how to recognize one's own and others' emotions and to be able to manage them within the educational and didactic relationship. Teaching is a profession of high emotional intensity and, therefore, it is essential to train teachers to become aware of the emotional exchanges that take place within the classroom and to be able to direct them towards conditions of well-being for the students and for themselves. The goal of teachers education is to provide teachers with a reflexive habit that can act as a fulcrum for their constant personal and professional development and to establish a subjective space for «thoughtfulness», which represents a space for reflection and creativity.

The paper, starting from research and education experiences with teachers, tries to identify the strengths of a change of practices that could be considered in the teacher education to develop a reflexive habitus. The analysis of the ways in which the reflexivity can be taught must consider the spread and typical criticality of teacher professional practices to find education specific to uncovering and redefinition. A reflexive process based on the promotion of resources supports the teacher, when it is in a zone of conflict or tension, to experiment with openness to further possibilities that reside in personal qualities often obfuscated or undervalued, rather than persevere in a limiting factor. To help teachers to conceptualize their teaching images, it is ncessary to invoke autoeducative methodologies, such as narrative and observation, which are able to ease the verbalization of the practice and the key step to building an active relationship with it.

Understanding and knowing how to act the space of the relation constitutes an area of particular importance in the professions focused on care, but in many working environments, the relation is considered as something "normal" and it requires an interpretation only in problematical situations. This work want to investigate the emotional intelligence of 208 nurses to evaluate the role of the relational component in the working practice and to explore the representation related to their formative experience. Results show that interpersonal and intrapersonal dimensions are under significant indicating a release from their working environment and a gap between formation and work, the first focusing on the study and on the commitment and the second on the practice.

La formazione alla ricerca rappresenta una risposta prioritaria, ampiamente riconosciuta in ambito europeo e internazionale, alle sfide inedite della civiltà contemporanea. Il volume affronta le tematiche dell’elaborazione, della sperimentazione e della formalizzazione di modelli teorici e metodologici di alta formazione alla ricerca, all’innovazione e al trasferimento del sapere scientifico, con particolare attenzione ai saperi pedagogici ed educativi.