Click here to download

Teaching Innovation with Situated Learning and Work-Based Learning: An exploratory survey on School-Work Alternation
Journal Title: EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING 
Author/s: Giuseppa Cappuccio, Giuseppa Compagno 
Year:  2019 Issue: Language: Italian 
Pages:  19 Pg. 42-60 FullText PDF:  362 KB
DOI:  10.3280/EXI2019-001003
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 


Situated teaching methodologies constitute an innovative perspective of the teaching practice, especially if applied in the extended educational context of the school and the extra-school, as in the case of the School-Work Alternation. Conceived within the Italian law 107 of 07/13/2015, it has initiated new ways of collaboration between the school and the pro-fessional world with a networking involvement which re-situates both disciplinary and transversal learning, in a perspective of authentic acqui-sition on the field. Starting from these premises, the present exploratory survey was based on the analysis of the semi-structured interviews administered to 63 School-Work Alternation referent teachers of the provinces of Agrigento, Caltanissetta, Palermo and Trapani. The interviews, recorded and tran-scribed, were analyzed through the ATLAS.TI coding software.
Keywords: Situated Learning, Work-based Learning, School-Work Alter-nation, teachers’ professional skills, competences, territory

  1. Alessandrini, G. (2016). Nuovo manuale per l’esperto dei processi formativi. Roma: Carocci Editore.
  2. Berner, B. (2010). Crossing boundaries and maintaining differences between school and industry: forms of boundary-work in Swedish vocational education. Journal of Education and Work, 23(1), 27-42., DOI: 10.1080/13639080903461865
  3. Bertagna, G. (2018). Si, alternanza scuola-lavoro: ma quale? Pedagogika, XII (1), 14-19.
  4. Brown, J.S., A. Collins &, P. Duguid. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32-42.
  5. Cappuccio, G. (2018). Alternanza scuola-lavoro: gli studenti e il processo decisionale. In Ulivieri S. (Ed.), Le emergenze educative della società contemporanea. Progetti e proposte per il cambiamento, 421-428.
  6. Compagno, G., Machì, F. (2018). Apprendimenti linguistici situati. Uno studio su Didattica generale e Didattica delle Lingue a confronto. Giornale Italiano della Ricerca Educativa – Italian Journal of Educational Research, XI, 20, 34-46.
  7. De Bruijn, E. (2012). Teaching in innovative vocational education in the Netherlands. Teachers and Teaching, 18(6), 637-653., DOI: 10.1080/13540602.2012.746499
  8. Engeström, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.
  9. Faherty, A. (2015). Developing enterprise skills through peer-assessed pitch presentations. Education + Training, 57 (3), 290-305., DOI: 10.1108/ET-02-2014-0013
  10. Gablinske, P. B. (2014). A Case Study of Student and Teacher Relationships and the Effect on Student Learning in Open Access Dissertations, Paper 266., DOI: 10.28971/212014GP1012
  11. Gentili, C. (2016). L’alternanza scuola-lavoro: paradigmi pedagogici e modelli didattici. Nuova Secondaria, XXXIII, 10, 16-38.
  12. Gentili, C. (2018). Una rivoluzione copernicana. Pedagogika, XII (1), 8-13.
  13. Greene, J. C. (2007). Mixed Methods in Social Inquiry. San Francisco: Jossey Bass.
  14. Greenhow, C., B. Robelia, J.E. Hughes. (2009). Learning, Teaching, and Scholarship in a Digital Age Web 2.0 and Classroom Research: What Path Should We Take Now? Educational Researcher, 38, 4, 246-259.
  15. Guetta, S. (2017). L’alternanza scuola lavoro per educare alla cultura di pace: un’esperienza di didattica innovativa tra scuola e università. UNES, 3, pp. 111-126.
  16. Guile, D., Griffiths, T. (2001). Learning through work experience. Journal of Education and Work, 14, 113-131.
  17. Jossberger, H., Brand-Gruwel, S., van de Wiel, M.W.J., Boshuizen, H.P.A. (2015). Teachers’ perceptions of teaching in workplace simulations in vocational education. Vocations and Learning, 8, 287-318.
  18. Junco, R., G. Heiberger, E. Loken. (2011). The Effect of Twitter on College Student Engagement and Grades. Journal of Computer Assisted Learning, 27(2), 119-132.
  19. Ketalaar, E, del Brok, P., Beijaard, D., Boshuizen, H.P.A. (2012). Teachers’ perceptions of the coaching role in secondary vocational education. Journal of Vocational Education & Training, 64 (3), 295-315., DOI: 10.1080/13636820.2012.691534
  20. Kozulin, A. Gindis, B., Ageyev V. S. & Miller S. M. (eds). (2003). Vygotsky’s Educational Theory in Cultural Context. Cambridge: Cambridge University Press.
  21. Lave, J., Wenger, E. (1991). Situate learning. Legitimate peripheral participation. London: Cambridge University Press. (Trad. It. 2006).
  22. Le Boterf, G. (2008). Costruire le competenze individuali e collettive. Agire e riuscire con competenza. Le risposte a 100 domande. Napoli: Alfredo Guida Editore.
  23. Lier, L. (2004). The Semiotics and Ecology of Language Learning: Perception, Voice, Identity, and Democracy. Utbildning & Demokrati, 13, 3, 79-103.
  24. Lipari, D. (2010). La comunità di pratica come contesto sociale di apprendimento, di produzione e di rielaborazione delle conoscenze. In M. Benedusi (a cura di), Quaderni del CE. R. CO, 8, 49-68.
  25. Marcone, V. M. (2016). La formatività del Work-Based Learning. Formazione & Insegnamento, 14(2), 391-400.
  26. McCracken, G. (1988). Culture and Consumption. New Approaches to the Symbolic Character of the Consumer Goods and Activities. Bloomington: Indiana University Press.
  27. Mills, N. (2013). Situated Learning through Social Networking Communities: The Development of Joint Enterprise, Mutual Engagement, and a Shared Repertoire. Calico Journal, 28(2), 345-368.
  28. Rivoltella, P.C. (2013). Fare didattica con gli EAS. Episodi di apprendimento Situato. Brescia: La Scuola.
  29. Rivoltella, P.C. (2015). Didattica inclusiva con gli EAS. Brescia: La Scuola.
  30. Rivoltella, P.C. (2016). Che cos’è un EAS. L’idea, il metodo, la didattica. Brescia: La Scuola.
  31. Schaap, H., Baartman, L., de Bruijn, E. (2012). Students’ learning processes during school-based learning and workplace learning in vocational education: a review. Vocations and Learning, 5, 99-117.
  32. Sfard, A. (1998). On two metaphors for learning and on the dangers of choosing just one, Educational Researcher, 27(2), 4-13., DOI: 10.2307/1176193
  33. Shaltry, C., Henriksen, D., Lun Wu, M., & Dickson, P. (2013). Situated Learning with Online Portfolios, Classroom Websites, and Facebook. TechTrends, 57(3).
  34. Schoenfeld, A. H. (2013). Reflections on Problem Solving Theory and Practice. The Mathematics Enthusiast, 10, 1.
  35. Tino, C., Fedeli, M. (2015). L’Alternanza Scuola-Lavoro: uno studio qualitativo. Form@ re-Open Journal per la formazione in rete, 15(3), 213-231.
  36. Torre, E. M. (2016). Nuove competenze per l’insegnante di scuola secondaria di secondo grado: l’alternanza scuola-lavoro. Form@re - Open Journal per la formazione in rete, 2(16), 137-154.
  37. Trinchero, R. (2012). Costruire, valutare, certificare competenze. Proposte di attività per la scuola. Milano: FrancoAngeli.
  38. Trinchero, R. (2016). L’expertise dell’insegnante, la rappresentazione delle sue competenze e i percorsi per formarle e valutarle. Form@re, 16, (2), 1-7.
  39. Vitale, A., Formenti, L., Calciano, V. (2017). Scuola e lavoro: un dialogo profondo sulle premesse culturali. MeTis, VII, 1.
  40. Wenger, E. (1998). Communities of Practice, Learning, Meaning and Identity. London: Cambridge University Press. (Trad. It. 2006).
  41. Wenger, E. (2009). A social theory of learning. In K. Illeris (Ed.), Contemporary Theories of Learning: Learning Theorists... in Their Own Words (209-218). London, New York: Routledge.
  42. Wesselink, R., de Jong, C., Biemans, H.J.A. (2010). Aspects of competence-based education as footholds to improve the connectivity between learning in school and in the workplace. Vocations and Learning, 3, 19-38.
  43. Ziegler, S.G. (2007). The (Mis) Education of Generation M. Learning, Media, and Technology, 32(1), 69-81.

Giuseppa Cappuccio, Giuseppa Compagno, Teaching Innovation with Situated Learning and Work-Based Learning: An exploratory survey on School-Work Alternation in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 1/2019, pp. 42-60, DOI:10.3280/EXI2019-001003

   

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