Skip to main navigation menu Skip to main content Skip to site footer
FrancoAngeli Journals

Articles/Articoli

Vol. 14 No. 1 (2023): University didactics, innovation and inclusion. Assessment and feedback

Assess the experiential training. The “sentirsi in alto mare” case

DOI
https://doi.org/10.3280/ess1-2023oa15393
Submitted
febbraio 9, 2023
Published
2023-07-21

Abstract

The evaluation of the educational gain of an experience is a current and binding issue in the field of non-formal and informal learning. In this regard, the paper

presents a diagnostic and formative evaluation model used in an experiential learning activity called “Feeling on the high seas” of the EFESP (Ecosistemi Formativi Esperienziali) association. This learning activity is planned for professionals such as teachers, educators, facilitators, psychologists and human resources experts both for their initial training and for their in-service training. The evaluation model is based on a ad hoc questionnaire for mapping the mindset below the acting with competence of the participants involved in the experiential learning activity. We will discuss main theoretical issues and the methodological implications with reference to the diagnostic and formative functions of the evaluation processes aimed at tailoring the experiential learning activity to the involved participants.

References

  1. Bandura A. (2006). Adolescent development from an agentic perspective. In F. Pa-jares and T. Urdan (Eds.). Self-Efficacy Beliefs of Adolescents (pp. 1-43). Green-wich, CT: Information Age Publishing.
  2. Bateson G. (1977). Verso un'ecologia della mente. Milano: Adelphi.
  3. Biesta G., Priestley M., and Robinson S. (2015). The role of beliefs in teacher agency, Teachers and Teaching, 21(6): 624-640. DOI: 10.1080/13540602.2015.1044325.
  4. Blalock Jr., H. M. (1960). Social Statistics, New York: McGraw-Hill Book Company (trad. it. Statistica per la ricerca sociale, Bologna: il Mulino, 1984).
  5. Bocci F. (2019). Oltre i dispositivi. La scuola come agorà pedagogica inclusiva. In Isidori M.V. (Ed.). La formazione dell’insegnante inclusivo. Superare i rischi vecchi e nuovi di povertà educativa (pp. 120-129). Milano: FrancoAngeli.
  6. Bruner J.S. (1992). La ricerca di significato. Per una psicologia culturale. Torino: Bollati Boringhieri.
  7. Bruner J.S. (1996). The culture of education. Cambridge: Harvard University Press.
  8. Caena F., Vuorikari R. (2022). Teacher learning and innovative professional development through the lens of the Personal, Social and Learning to Learn European key competence. European Journal of Teacher Education, 45(4): 456-475.
  9. Caena F. (2011). Literature review: Quality in teachers’ continuing professional development. The European Union [Online]. Available at: https://goo.gl/2eNfaS.
  10. Carli R., Paniccia R. M. (1999). Psicologia della formazione. Bologna: il Mulino.
  11. Carli R., Paniccia R. M. (2003). Analisi della domanda. Bologna: il Mulino.
  12. Council of the European Union (2021). Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030). Official Journal of European Union (6289/1/21), Brussels https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf.
  13. Darling-Hammond L., Sykes G (1999) a cura di, Teaching as a learning profession. San Francico: Jossey Bass.
  14. Doise W., Clemence A., Lorenzi-Cioldi F. (1995). Rappresentazioni sociali e analisi dei dati. Bologna: il Mulino.
  15. European Agency for Development in Special Needs Education (2012). Teacher education for inclusion. Profile of Inclusive Teachers. https://www.european-agency.org/sites/default/files/Profile-of-Inclusive-Teachers.pdf.
  16. European Commission (2013). Supporting teacher competence development for bet-ter learning outcomes. Brussels: EC. Accessed online at: http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf.
  17. European Commission (2013). Supporting Teacher Competence Development for Better Learning Outcomes. http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf.
  18. European Commission (2014). Initial teacher education in Europe: an overview of policy issues, Background note for the ET2020 (2014) Working Group on Schools Policy. Author: F. Caena. Accessed online at http://ec.europa.eu/education/policy/strategic-framework/expertgroups/documents/initial-teacher-education_en.pdf.
  19. European Commission (2015). Draft 2015 Joint Report of the Council and the Commission on the implementation of the Strategic framework for European co-operation in education and training (ET2020), ‘New priorities for European co-operation in education and training. Brussels, 26.8.2015. COM (2015) 408 final.
  20. European Commission (2005). Common European Principles for Teacher Compe-tences and Qualifications. European Commission. http://ec.europa.eu/education/policies/2010/doc/principles_en.pdf.
  21. European Commission (2007). Improving the Quality of Teacher Education. http://ec.europa.eu/education/com392_en.pdf.
  22. European Commission/EACEA/Eurydice (2002). The teaching profession in Europe: Profile, trends, and concerns. Initial training and transition to working life. Key topics in education in Europe Volume 3. Brussels: European Commis-sion/EURYDICE.
  23. European Commission/EACEA/Eurydice (2004). Keeping teaching attractive for the 21st century. Key topics in education in Europe Volume 3. Brussels: European Commission/EURYDICE.
  24. European Commission/EACEA/Eurydice (2006). Quality Assurance in Teacher Edu-cation in Europe. Brussels: EURYDICE.
  25. European Commission/EACEA/Eurydice (2015). The Teaching Profession in Europe: Practices, Perceptions and Policies. Brussels: EACEA.
  26. European Commission/EACEA/Eurydice, (2021). Teachers in Europe: Careers, Development and Well-being. Eurydice report. Luxembourg: Publications Office of the European Union. https://eurydice.indire.it/wp-content/uploads/2021/03/Teachers_in_Europe_Report.pdf.
  27. Fetterman D. M. (1994). Empowerment Evaluation. Evaluation Practice, 15(1).
  28. Fetterman D. M., (2000). Steps of Empowerment Evaluation: from California to Cape Town. In: Stufflebeam D. L., Madaus G. F., Kellaghan T., (a cura di), Evaluation Models. Boston: Kluwer Academic Publisher.
  29. Grange, T., Patera S. (2021). La valutazione formativa per sostenere lo sviluppo della dimensione profonda dell’agire competente. Un caso di studio. Education Scienc-es & Society, 2: 47-61.
  30. Hagger H. and McIntyre D. (2006). Learning teaching from teachers. Realizing the potential of school-based teacher education, Maidenhead: Open University Press.
  31. Lave J. (1988). Cognition in Practice: Mind Mathematics and Culture in Everyday Life. Cambridge: Cambridge University Press.
  32. Le Boterf G. (2007). Agire le competenze chiave. Milano: FrancoAngeli.
  33. Le Boterf G. (2009). Costruire le competenze individuali e collettive. Napoli: Guida.
  34. Lucisano P. (2020). Fare ricerca con gli insegnanti. I primi risultati dell’indagine nazionale SIRD “Per un confronto sulle modalità di didattica a distanza adottate nelle scuole italiane nel periodo di emergenza COVID-19”. Lifelong, Lifewide Learning (LLL), 36: 3-25.
  35. Mezirow J. (1991). Apprendimento e trasformazione. Il significato dell’esperienza e il valore della riflessione nell’apprendimento degli adulti. Milano: Raffaello Cortina, 2003.
  36. Murdaca A.M., Epasto A., Smeriglio D., Oliva P. (2017). Fattori individuali e atteg-giamenti degli insegnanti per un uso efficace delle tecnologie digitali. Un progetto di ricerca. In P. Limone e D. Parmigiani (a cura di), Modelli pedagogici e pratiche didattiche per la formazione iniziale e in servizio degli insegnanti (240-257). Bari: Progedit.
  37. Nussbaum M.C. (2012). Creare capacità. Liberarsi dalla dittatura del Pil. Bologna: il Mulino.
  38. OECD (2020). TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. Paris: TALIS, OECD Publishing. DOI: 10.1787/19cf08df-en.
  39. Paparella N. (2012). L’agire didattico. Napoli: Guida.
  40. Patera S. (2019). Life skills, non-cognitive skills, socio-emotional skills, soft skills, transversal skills: come orientarsi? Un’analisi dei principali documenti prodotti dalle organizzazioni internazionali. Scuola democratica, Learning for Democracy, 1: 195-208.
  41. Patera S. (2019). Life skills, non-cognitive skills, socio-emotional skills, soft skills, transversal skills: come orientarsi? Un’analisi dei principali documenti prodotti dalle organizzazioni internazionali. Scuola democratica, 10(1): 195-208.
  42. Patera S. (2022). Povertà educativa. Bisogni educativi interdetti e forme di esclusio-ne. Milano: FrancoAngeli.
  43. Pellerey M. (2004). Natura, diagnosi e sviluppo della capacità di autodeterminazione e autoregolazione nell’apprendimento e nel trasferimento delle competenze. In AA.VV. Apprendimento di competenze strategiche. Milano: FrancoAngeli.
  44. Perla L., Vinci V. (2021). La formazione dell’insegnante attraverso la ricerca Un modello interpretativo a partire dalla didattica dell’implicito. Annali on-line della Didattica e della Formazione Docente, 13(21).
  45. Quaglino G.P. (1985). Fare formazione. Bologna: il Mulino.
  46. Rossi PG. (2011). Didattica enattiva. Complessità, teorie dell'azione, professionalità docente. Milano: FrancoAngeli.
  47. Salvatore S., Scotto Di Carlo M. (2005). L’intervento psicologico per la scuola. Modelli, metodi, strumenti. Roma: Edizioni Carlo Amore.
  48. Salvatore S., Scotto di Carlo, M. (2003). Fattori di crisi e linee di sviluppo della funzione docente. Res. Cose di scuola, 13(25): 8-15.
  49. Schön D.H. (1993). Il professionista riflessivo. Bari: Dedalo.
  50. Snoek M., and I. Žogla. (2009). Teacher Education in Europe; Main Characteristics and Developments. In: A. Swennen, and M. van der Klink (eds.), Becoming a teacher educator. Theory and practice for teacher educators (pp. 11-27). Dor-drecht: Springer.
  51. Tarantino A. (2018). Apprendimento esperienziale e padronanza di sé. Brescia: La Scuola.
  52. Trinchero R. (2002). Manuale di ricerca educativa. Milano: FrancoAngeli.
  53. Vygotskji L.S. (1990). Pensiero e linguaggio. (L. Mecacci, trad.). Roma-Bari: Editori Laterza. (Edizione originale pubblicata nel 1934) [Myšlenie I reƈ. Moskva-Leningrad: Gosudarstvennoe Social’no-Ekonomičescoe Izdalt’stvo].
  54. Walker M. (2006). Higher Education Pedagogies. Maidenhead: Open University Press.
  55. Zeichner K. and Conklin H.G. (2008). Teacher Education programs as sites for teacher preparation. In: Cochran-Smith M., Feiman-Nemser S., McIntyre D. (Eds). Handbook of Research on Teacher Education. Enduring questions in changing contexts. New York/Abingdon: Routledge/Taylor & Francis.

Metrics

Metrics Loading ...

Most read articles by the same author(s)