As part of the SUPER project, the Trieste Unit, in line with the general objective of “structuring a system of career guidance and tutoring”, has developed a Personal Development Plan (PDP).
PDP is – at the same time – a tool and a process supporting students of the bachelor’s degree in education (L-19) for planning, monitoring and the evaluation of their professional development paths using narrative and reflective practices in concrete contexts.
In accordance with the Emerging Adulthood paradigm, PDP can represent an effective tool of narrative guidance for students that are defining their personal and professional identity.
It also responds to the need to promote students’ academic and professional success and to support them in the process of prefiguring and building a “reflective professionalism”.
In order to make a paperless tool, PDP is supported by Mahara open source software that allow sharing (with internship and external mentors and/or students), uploading of several forms of authentic materials (videos, photos, projects, etc.) and functioning as a repository of one's own good professional practices.
References
Arnett, J. J. (2000). Emerging Adulthood: A Theory of Development from the Late Teens through the Twenties. American Psychologist, 55(5), pp. 469-480.
Arnett, J. J., Kloep, M., Hendry, L. B., & Tanner, J. L. (2011). Debating Emerging Adulthood: Stage or Process?. Oxford-New York: Oxford University Press.
Batini, F. (2012). L’orientamento alla prova della contemporaneità. MeTis, 2(1), pp. 68-73.
Biasin, C. (2019). Emerging adulthood: la “fatica” di diventare adulti. In: Cornacchia, M., Tramma, S. (a cura di), Vulnerabilità in età adulta. Uno sguardo pedagogico. Roma: Carocci.
Guichard, J. (2013). Career guidance, education, and dialogues for a fair and sustainable human development. Inaugural conference of the UNESCO chair of Lifelong guidance and counselling, University of Wroclaw, Poland.
Heinz, W. R. (2009). Youth Transitions in an Age of Uncertainty. In: A. Furlong (Ed.). Handbook of Youth and Young Adulthood: New Perspectives and Agendas (3-13). London: Routledge.
Hendry, L. B., & Kloep, M. (2011). Lifestyles in Emerging Adulthood: Who Needs Stages Anyway? In: J. J. Arnett et al., Debating Emerging Adulthood: Stage or Process?. Oxford-New York: Oxford University Press.
National Committee of Inquiry into Higher Education (The Dearing Report) (1997). Higher Education in the Learning Society. London: HMSO.
QAA (2009). Personal development planning: guidance for institutional policy and practice in higher education. -- Disponibile online: https://dera.ioe.ac.uk/437/2/PDPguide.pdf.
Savickas, M. L. (2005). The Theory and Practice of Career Construction. In: S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (42-70). Hoboken, NJ: John Wiley & Sons, Inc.
Savickas, M. L., & Porfeli, E. J. (2012). Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), pp. 661-673.
Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
Schön, D. (1987). Educating the Reflective Practitioner. San Francisco: Jossey Bass.
Schön, D. (1991). The Reflective Practitioner: How Professionals Think and Act. Oxford: Avebury.
Tanner, J. L., & Arnett, J. J. (2011). Presenting “Emerging Adulthood”: What Makes It Developmentally Distinctive?. In Arnett J. J et al. (ed.), Debating Emerging Adulthood: Stage or Process?. Oxford: Oxford University Press.
