Click here to download

Work-based learning and "acting in a reflexive way" in the initial teacher education
Journal Title: RICERCHE DI PSICOLOGIA  
Author/s: Francesco Magni 
Year:  2016 Issue: Language: Italian 
Pages:  8 Pg. 361-368 FullText PDF:  187 KB
DOI:  10.3280/RIP2016-003005
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 


This paper, starting from the classic contributions of Dewey and Schon, wants to provide some food for thought to investigate the relationship between reflective thinking, work-based learning and initial teacher education, with special attention to the recent experience started in England called School Direct and the current proposals for reform of the Italian education system, starting from the Law no. 107/2015.
Keywords: Reflective thinking, initial teacher education, work-related learning, education policies.

  1. Archer, M.S., & Donati, P. (2009). Riflessivita umana e percorsi di vita. Come la soggettivita umana influenza la mobilita sociale. Trento: Erickson. Baldacci, M. (2013). Introduzione. In M. Baldacci (Ed.), La formazione dei docenti in Europa. Milano: Mondadori.
  2. Bertagna, G. (2016a). Insegnare e imparare, imparare e insegnare. Nuova Secondaria, 7, 13-18.
  3. Bertagna, G. (2016b). Ad alternanza continua. Nuova Secondaria, 10, 4-6.
  4. Croce, B. (1918). Contributo alla critica di me stesso. Napoli.
  5. Clara, M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education, 66(3), 261-271., DOI: 10.1177/0022487114552028
  6. Darling-Hammond, L., & Lieberman A. (2012). Teacher Education around the World. London: Routledge.
  7. Department for Education (DfE) (2010). The importance of teaching. The schools White Paper 2010. Department for Education. London: HMSO (www.education.gov.uk).
  8. Dewey, J. (1910). How we think. Boston, MA: D.C. Heath.
  9. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: Houghton Mifflin.
  10. Gillies, D. (2016). Visiting good company: Arendt and the development of the reflective practitioner. Journal of Educational Administration and History, 48(2), 148-159., DOI: 10.1080/00220620.2016.1144576
  11. Mincu, M.E. (2016) Formazione docenti inglesi. Il percorso abilitante School Direct. Nuova Secondaria, 1, 25-28.
  12. Jones, J.L., & Jones, K.A.. (2013) Teaching Reflective Practice: Implementation in the Teacher-Education Setting. The Teacher Educator, 48(1), 73-85., DOI: 10.1080/08878730.2012.740153
  13. Perla, L. (2013). Riflessivita. In G. Bertagna & P. Triani (Eds.), Dizionario di didattica. Concetti e dimensioni operative (pp. 373-383). Brescia: Editrice La Scuola.
  14. Russell, T. (2014). Paradigmatic Changes in Teacher Education: The Perils, Pitfalls, and Unrealized Promise of the Reflective Practitioner. In R. Bruno-Jofre & J.S. Johnston (Eds.), Tacher Education in a Transnational World, (pp. 158-176). Toronto, Buffalo, London: University of Toronto Press.
  15. Schon, D. (1983). The reflective practitioner. New York, NY: Basic Books.
  16. Schon, D. (1988). Coaching reflective teaching. In P. Grimmett & G. Erickson (Eds.), Reflection in teacher education (pp. 19-29). New York, NY: Teachers College Press.
  17. Wilson, E. (2013). Building social capital in teacher education through universityschool partnerships. In M. Evans (Ed.), Teacher Education and Pedagogy. Theory, Policy and Practice (pp. 41-59). Cambridge, UK: Cambridge University Press.
  18. Younhee, K., & Silver, R.E. (2016). Provoking Reflective Thinking in Post Observation Conversations. Journal of Teacher Education, 67(3), 203-219., DOI: 10.1177/0022487116637120

Francesco Magni, Work-based learning and "acting in a reflexive way" in the initial teacher education in "RICERCHE DI PSICOLOGIA " 3/2016, pp. 361-368, DOI:10.3280/RIP2016-003005

   

FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content