Didactics for TVET
Scientific Disciplinary Sector (SSD)
M-PED/04 - EDUCATIONAL RESEARCH
By the end of this module, students that will have followed the proposed activities will be able of * knowing, in their main lines, the different contexts of vocational education and training in Italy, * reflecting critically on the meaning of concepts such as didactics, work, training, learning, and on their relationship; * understanding the existing link between culture of work and culture of education; * grasping the existing link between analysis of work practices, training and narration; * analysing work practices which are been narrated; * describing the main features of the professional practices of experts operating in training and education; * describing the main features of a model of "training didactics" inspired by a transformative approach; * connecting the topics to real or simulated educational contexts * reflecting on the course by developing awareness of the implemented learning processes. SPECIFIC TRAINING OBJECTIVES - to know, in their main features, the different contexts of the VET in Italyi; - to critically reflect on the meaning of such concepts as didactics, work, training and learning; - to see the relationships between work practices, training and storytelling; - to describe the main characteristics of a model of “didactics for training” inspired by e reflective rationality and meant to bea way of putting in words the knowledge of experience; - to analyze work practices by using a narrative approach; - to focus on the main characteristics of the practices which are typical of the various professional figures working in different training contexts; - to apply the learned knowledge in real or simulated training contexts; - to establish relationships between the topics and some some real training contexts; - to reflect on the course in order to develop awareness about the activated learning processes.
GENERAL GOALS 1) Knowing and understanding theories about people's behaviour at work and organisations, including their motivations, satisfaction and well-being; 2) Know and understand theories about the learning and formation of individuals in the life cycle; 3) Know and understand the theories that support the processes and techniques of learning, training and development of individuals and different working communities; 4) Apply training methodologies and techniques to the analysis of learning processes to vocational training and the development of practical communities.
SPECIFIC GOALS - Critically reflecting on the meaning of concepts such as teaching, work, training, organization, learning - grasping the link between analysis of working practices, training and storytelling; - describe the main characteristics of a model of "training didactics" inspired by a reflective rationality and intended as an accompaniment to the wording of the knowledge of experience; - analyze work and organisational practices using an ethnographic and narrative approach; - identify the main characteristics of the typical practices of the various professionals working in different educational contexts; - apply acquired knowledge to real or simulated training contexts; - to work links between the topics addressed and some concrete training contexts; - reflect on the path by developing awareness with respect to the learning processes put in place.
The "Training Teaching" course will revolve around the following thematic cores, to which are, to a large extent, also refer to the texts indicated:
1) Training education
- definitions of teaching;
- the fields of educational reflection;
- vocational training and adult training;
- the teaching practice between education and learning: "beyond classroom" methods.
2) Work, organizations, learning
- work culture and training culture;
- work as a fundamental human activity, which gives shape;
- the question of the learning-work relationship;
- work as a place and learning device;
- organisations as a learning context;
- communities of practice as a social learning context.
3) Ethnography of training, and storytelling
- the fundamentals of the ethnographic approach;
- ethnography as research and as a narrative;
- the narrative between teaching practice and epistemology;
- the ethnographic and narrative approach in the analysis of working practices;
- storytelling as a way of understanding professional action deeply;
- professional competence according to Primo Levi.
4) Training practices
- analysis of training practices: needs analysis, design, evaluation;
- the figure of the trainer;
- the professional knowledge of the trainer;
||Dentro la formazione. Etnografia, pratiche, apprendimento
||La chiave a stella
|TACCONI, G. (2011).
||La didattica al lavoro
|LIPARI D., VALENTINI P.
||Pratiche di comunità di pratica
||PM Edizioni, Varazze (SV)
||Varazze (SV), IT
||Storie di formatori. Esperienza, apprendimento, professione
||TACCONI G. (2016), Il mestiere del formatore secondo Primo Levi, in «Rassegna CNOS», n. 2
||Rassegna CNOS, 2
||XIV tesi sull’apprendimento, speciale della rivista “Formazione & cambialento”
The overall assessment of course learning will take place – for students/students/students attending and not – by analysing the results of two tests:
- PORTFOLIO OF STUDENT: It will be positively assessed if it respects explicit deliveries in the classroom and in the online space dedicated to teaching and presents personal reflections on the themes developed during the course and the processes activated. (up to 10 points);
- WRITTEN TRY: three questions of CONOSCENCE (each answer will be positively evaluated if correct, supported by evidence and supported by explicit references to the texts indicated as mandatory for examination) (up to 12 points); A question of COMPRENSIONE (the answer is positively evaluated if it highlights links between the various topics addressed and/or between these and concrete training contexts, real or simulated; it reflects in-depth ideas, contains operational insights and shows a critical and original thinking on the topics addressed) and a question of meta-reflection on the course (up to 8 points).
NB: Students who fail to submit the paper will have to answer a set of additional questions