E se pensassimo alla loro felicità? Rispondere didatticamente a un desiderio

Author/s Chiara Gemma
Publishing Year 2015 Issue 2014/1 Language Italian
Pages 15 P. 101-115 File size 82 KB
DOI 10.3280/ERP2014-001006
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The contribution presents an educational experience realized with 132 students of the 2013-2014 academic year who attended the Tirocinio Formativo Attivo (FTA) at the University of Bari "Aldo Moro". It is practically a proposal for an educational activity aimed at showing how the teaching expertise is built not only through the ministerial decrees and process to be qualified to teach, but also through and with practice. This is a "know-how" thought not only as an opportunity to bring a remarkable impact, an indelible trace but also as a way to trigger a careful reflection to one’s own educational behavior.

  1. Altet, M. (2003). La ricerca sulle pratiche d’insegnamento in Francia. Brescia: La Scuola.
  2. Altet, M. (2006). L’analyse de pratiques: rétrospective et questions actuelles. Recherche et Formation, 51, pp. 35-44.
  3. Barry Levin, B. (1995). Using the Case Method in Teacher Education: The Role of Discussion and Experience in Teachers’ Thinking about Cases. Teaching and Teacher Education, 11 (1), pp. 71-86.
  4. Brandom, R. (1994). Making it Explicit. Reasoning, Rapresenting and Discorsive Commitment. Cambridge: Harvard University Press.
  5. Brandom, R. (1995). Knowledge and the Social Articulation of the Space of Reasons. Philosophy and Phenomenological Research, 55, pp. 424-432.
  6. Brandom, R. (2000). Articulating Reasons. An Introduction to Inferentialism. Cambridge: Harvard University Press.
  7. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18 (1), pp. 13-42.
  8. Carbonneau, M., Hétu, J.C. (2001). Formation pratique des enseignantes et nais- sance d’une intelligence professionnelle. In Altet, M. et al. (Eds.). Former les enseignants professionnels. Quelles stratégies? Quelles compétences?, (pp. 27-40). Bruxelles: De Boeck.
  9. Collins, A., Brown, J.S., & Newman, S.E. (1990). Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics. In Resnick, B.L.
  10. (Eds.). Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, (pp. 453-494). Hillsdale: Lawrence Erlbaum.
  11. Cook-Sather, A. (2010). Learning from the Student’s Perspective: A Sourcebook for Effective Teaching. Boulder: Paradigm Publishers.
  12. Czerniawski, G., & Kidd, W. (2011). The Student Voice Handbook: Bridging the Academic, Practitioner Divide. Bingleyi Emerald Group Publishing.
  13. Damiano, E. (2006). La nuova alleanza. Temi, problemi, prospettive della Nuova Ricerca Didattica. Brescia: La Scuola.
  14. Dewey, J. (1946). Logica, teoria dell’indagine. Torino: Einaudi.
  15. Dewey, J. (1986). Come pensiamo. Firenze: La Nuova Italia.
  16. Fielding, M. (2001). Beyond the Rhetoric of Student Voice: New Departures or New Constraints in the Transformation of 21st Century Schooling?. Forum, 43(2), pp. 100-110.
  17. Flutter, J., & Rudduck, J. (2004). Consulting Pupils: What’s in it for Schools?. London: Routledge-Falmer.
  18. Fullan, M. (1991). The New Meaning of Educational Change. Toronto: OISE Press.
  19. Gauthier, C. (Eds.) (1997). Pour une théorie de la pédagogie. Recherches contemporaines sur le savoir des enseignants. Paris-Bruxelles: De Boeck.
  20. Gemma, C. (2011). Scrittura e memoria. La parola allo studente. Trento: Erickson.
  21. Gemma, C. (Eds.) (2013). La felicità? Prove didattiche di “tieffini” in formazione. Barletta: Cafagna editore.
  22. Heitzmann, R. (2008). Case Study Instruction in Teacher Education: Opportunity
  23. to Develop Students’ Critical Thinking, School Smarts and Decision Making. Education, 4, pp. 715-756.
  24. Kolb, D. (1984). Experimental Learning. Englewood Cliffs: Prentice-Hall.
  25. Laneve, C. (Eds.) (2005). Analisi della pratica educativa. Metodologia e risultanze della ricerca. Brescia: La Scuola.
  26. Laneve, C. (2011). Manuale di didattica generale. Brescia: La Scuola.
  27. Laneve, C., & Gemma, C. (2013). Raccontare dalla cattedra e dal banco. Milano: Mimesis.
  28. Lévi-Strauss, C. (1998). Il pensiero selvaggio. Cuneo: Est.
  29. Marcel, J.F., Olry, P., Rothier-Bautzer, E., & Sonntag, M. (2002). Les pratiques comme objet d’analyse. Revue Française de Pédagogie, 138, pp. 135-170.
  30. Perrenoud, Ph. (1994). La formation des enseignants entre théorie et pratique. Paris: L’Harmattan.
  31. Perrenoud, Ph., Altet, M., & Lessard, P. (2008). Conflits de savoirs en formation des enseignants. Entre savoirs issus de la recherche et savoirs issus de l’expérience. Bruxelles: De Boeck.
  32. Postic, M. (1977). Observation et formation des enseignants. Paris: Puf.
  33. Postic, M., & De Ketele, J.M. (1993). Osservare le situazioni educative: i metodi osservativi nella ricerca e nella valutazione. Torino: Sei.
  34. Rayou, P. (2008), Ni guerre, ni paix. Tensions et malentendus dans la formation, In Perrenoud, Ph., Altet, M., & Lessard, P. (2008). Conflits de savoirs en formation des enseignants. Entre savoirs issus de la recherche et savoirs issus de l’expérience, (pp. 77-89). Bruxelles: De Boeck.
  35. Rudduck, J., & McIntyre, D. (2007). Improving Learning through Consulting Pupils. London: Routledge.
  36. Schön, D. (1993). Il professionista riflessivo. Bari: Dedalo.
  37. Schön, D. (2006). Formare il professionista riflessivo. Milano: FrancoAngeli.
  38. Shulman, J.H. (1992). Case Methods in Teacher Education. New York: Teachers College Press.
  39. Shulman, L.S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), pp. 1-22.
  40. Sperle, H.D. (1933). The Case Method Technique in Professional Training: A Survey of the Use of Case Studies as a Method of Instruction in Selected Fields and a Study of its Application in a Teachers College. Teacher College Contributions to Education, 571. New York: Columbia University, Teachers College, Bureau of Publications.
  41. Sudzina, M. (1999). Case Study Applications for Teacher Education: Cases of Teaching and Learning in the Content Areas. Boston: Allyn & Bacon.
  42. Trampus, A. (2008). Il diritto alla felicità. Storia di un’idea. Roma-Bari: Laterza.
  43. Zeichner, K.M., & Liston, D.P. (1987). Teaching Student Teachers to Reflect. Harvard Educational Review, 57(1), pp. 23-48.

Chiara Gemma, E se pensassimo alla loro felicità? Rispondere didatticamente a un desiderio in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2014, pp 101-115, DOI: 10.3280/ERP2014-001006