EDUCATIONAL REFLECTIVE PRACTICES ...

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Attila Bruni, Jean D. Clandinin, Michael F. Connelly, Francesco Ferdinando. Consoli, Michele Corsi, Patricia Cranton, Antonia Cunti, Patrizia de Mennato,.


   

EDUCATIONAL   REFLECTIVE   PRACTICES  

FrancoAngeli 

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EDUCATIONAL REFLECTIVE PRACTICES  Educational Reflective Practices arises within the framework of a wide international network of university professors, consultants, and practitioners, who over the last 30 years have been using and sharing a reflective approach to the study of educational processes. The topics which the journal focuses on are: the development of reflective thinking in life and work contexts; models and logics of the educational action; educational strategies to cultivate communities of practice and to promote the organizational learning; methodologies and tools for educating critical reflectve thinking. The journal accepts two kinds of contributions: empirical investigations - preferably those adopting a qualitative approach; innovative theoretical studies which privilege multidisciplinary approaches. The journal addresses practitioners, experts, and researchers who work in the field of education within both public and private organizations. In particular, empirical investigations and theoretical studies are conceived for practitioners of education: researchers, project designers, project managers, consultants, trainers, tutors, educators.

General Editor: Loretta Fabbri, Maura Striano, Claudio Melacarne Scientific Board: Michel Alhadeff-Jones, Gillie Bolton, Stephen D. Brookfield, Attila Bruni, Jean D. Clandinin, Michael F. Connelly, Francesco Ferdinando Consoli, Michele Corsi, Patricia Cranton, Antonia Cunti, Patrizia de Mennato, Norman K. Denzin, Maria Luisa, De Natale, Loretta Fabbri, Paolo Federighi, Laura Formenti, Vanna Iori, Francesco Lo Presti, Victoria J. Marsick, Claudio Melacarne, Luigina Mortari, Paolo Orefice, Barbara Poggio, Francesca Pulvirenti, Bruno Rossi, Barbara Schneider, Domenico Simeone, Maura Striano, Leonard Wacks. Editors: Valentina Mucciarelli, Stefano Oliverio, Pascal Perillo. For Info: Viale Cittadini, 33 - 52100 Arezzo - tel. 0575/926273 - fax 0575/926390; email: [email protected] All articles published in Educational Reflective Practices are double-blind peer reviewed.

  The journal is indexed on: Catalogo italiano dei periodici/Acnp

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Sommario

Stephen Brookfield, The Omnipresence of power

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Patrizia de Mennato, Medical Professionalism and Reflexivity. Examples of training to the sense of ‘duty’ in medicine

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Barbara Schneider, Adolescent Conceptions of Adult Work

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Claudio Melacarne, Action Learning e Action Oriented Research. Una ricerca sul turnover organizzativo

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Pascal Perillo, Stage Reflective Experience

Educational Practice. A

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Palo Raviolo, La dimensione emotiva nelle pratiche della comunità on line per le organizzazioni

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Stefano Bonometti, Apprendere nel gruppo di lavoro

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Valentina Mucciarelli, Gestione ‘critica’ del conflitto organizzativo e costruzione del sapere condiviso

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Recensioni

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Abstracts

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Authors

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Ambitions

Authors Stephen Brookfield is Stephen Brookfield is Distinguished University Professor at the University of St. Thomas, Minneapolis-St. Paul in the USA. He is a six time winner of the Cyril O. Houle World Award for Literature in Adult Education, including his last two books, Radicalizing Learning (with John Holst) and Teaching for Critical Thinking. His interests are in critical thinking, critical reflection, adult learning, discussion methods and critical theory. Patrizia de Mennato is Full Professor of General and Social Pedagogy at the Faculty of Medicine - University of Florence (Italy), director of the Laboratory of Medical Education, web: www.laboratoriodimedicaleducation-unifi.it. She is member of board of directors of SIPeM (Società Italiana di Pedagogia Medica) and of Medical Humanities Center at the Faculty of Medicine - University of Florence. Barbara Schneider is the John A. Hannah University Distinguished Professor in the College of Education and Department of Sociology. She is also President elect of the American Education Research Association Her research interests focus on how the social contexts of schools and families influence the academic and social well-being of adolescents as they move into adulthood. Relying on multiple research methods, she has examined how schools can become more effective in reducing persisting academic achievement gaps among children of different racial, ethnic, and socioeconomic backgrounds. Concerned with issues of social justice and inequality, she uses a sociological lens to understand societal conditions and interpersonal interactions that create norms and values that enhance human and social capital. Claudio Melacarne is researcher of Social Pedagogy at the University of Siena. His research activities is focused on educational research methodology, reflective approach in adult education and organizational development. He works as consultant with private and public organizations. His research interests is actually focused on the conditions to promote transformative learning and to plan educational setting in formal and informal contexts.

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Pascal Perillo is PhD in General and Social Pedagogy and Adjunct Professor of History of contemporary pedagogy at Suor Orsola Benincasa University-Naples. His interests are in education and educational professionals. His most recent books include La trabeazione formativa. Riflessioni sulla formazione per una formazione alla riflessività (2010) and Pensarsi educatori (2012). Paolo Raviolo is PhD, part of the research team of technology and training in the context of the project Sonna (Social Network and New Learnings: models and experiments), at the Department of History-Social Science, Philosophy and Education, University of Siena. He has been visiting researcher at Kingston University (UK). Stefano Bonometti is Researcher of Didactics at the University of Molise. He is professor of Methodologies of group work. His research is focused on learning process in workplace, Action Learning, Expansive Learning Theory and the relationship between learning and new technologies. Valentina Mucciarelli is PhD in ‘Conflict analysis and resolution in interpersonal and intercultural relations’ at the University of Siena. Her research is focused on Gender studies in the workplace, educational methodology and the relationship between organizational learning and conflicts in the workplace. Actually, she works as researcher in the Social Network and New Learnings project at the Department of History-Social Science, Philosophy and Education, University of Siena.

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Abstracts The Omnipresence of Power by Stephen Brookfield This article explores the presence of power in efforts to teach reflectively. I critique the notion of power as flowing overwhelmingly in one direction, from teacher to taught. Power is argued to be inherently uncontrollable and to manifest itself in multiple and unpredictable ways. I argue that power dynamics are omnipresent in educational, organizational and social movement settings, and that skillful reflective practitioners therefore need to be aware of its workings. I explore one specific practice – the circle – and provide examples of three techniques that represent a critically reflective application of that practice and that address power dynamics head on.

Medical Professionalism and Reflexivity Examples of training to the sense of ‘duty’ in medicine by Patrizia de Mennato This paper contains our reflection on the experience held at the Faculty of Medicine of the University of Florence (Italy) in many courses in Pedagogical Disciplines for the Bachelor’s and Master’s degree that have involved more than 1000 students. I think that if the reflective habits are presented in an early stage of students’ training they can contribute to form a habit of mind that will accompany their professional biography. Therefore, we have chosen to focus on reflexivity as a primary educational strategy to enter into relationship with one’s professional task. This has prompted us to build compelling educational opportunities that ‘expose’ the students’ minds to issues/problems/contradictions that are present in their everyday experiences of practitioners and students. The reflective laboratories and their public discussion introduce to a ‘familiarity with the exercise of reflection’ through which students can learn to take themselves as subjects/objects of their knowledge and to recognize the contradictions and automatisms that appear in their professional action. These reflective modes start to training to a new idea of Medical Professionalism. This does not reduce professional action to linear sequences of activities, but have to recover also specific human qualities from professional epistemologies and responsibility.

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Adolescent Ambitions and Conceptions of Adult Work by Barbara Schneider Are today's teenagers really slackers, the apathetic, baggy-pants wearing, unmotivated individuals so often portrayed by the media? In this landmark study of 7,000 adolescents two of the nation's foremost education experts provide startling news about our teenagers. Contrary to prevailing notions, today's teens are the most ambitious generation yet - more want to be college graduates and work as professionals than ever before. But because schools and parents sometimes do a poor job of directing them, many take the wrong courses, choose the wrong colleges, and enter college with unrealistic career goals. For many their dreams of success are likely to remain just that - dreams.

Action Learning e Action Oriented Research. Una ricerca sul turnover organizzativo di Claudio Melacarne The educational research experience presented in this article has been solicited by the Confartigianato Imprese Arezzo with the aim to support the professional development of their middle management, in consequence of an imminent generational change within the same organisation. This experience has seen the participation of a training group made of 15 subjects (managers and middle managers). Such educational path has been planned within the framework of the Action Learning methodology. The present contribution is aimed at describing the adopted methodological process and presenting some findings in terms of subjects’ professional epistemology transformations and methodological approach issues.

Stage in Educational Practice. A Reflective Experience by Pascal Perillo This article is about a still in-progress research experience that is a part of a wider research-action context and intends to suggest a model of organization for training activities that focuses on the educational professions and are based on “reflectivity” and “transformative learning”. The intention is to show the organizational structure of a still ongoing experience performed by the internshipstudents. This experience is part of a research that started in 2010 in order to explore the several dimensions and the chances to practice a reflectivity education. Considering reflection as a professional habitus, the research develops its theoretical and methodological framework on the basis of different points of references, such as Dewey’s “theory of inquiry”; Schön’s “reflective practitioner”; Mezirow’s “transformative learning”. The three perspectives represent an

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epistemological background that can be defined as reflective and transformative epistemology of professional practices in education.

La dimensione emotiva nelle pratiche della comunità on line per le organizzazioni di Paolo Raviolo This paper proposes a methodology for using social media tools in online community of practices, through a cross-reading with the emotional dimension which is one of the key motivation aspect in the widespread use social media. We consider the tools for shared contents construction (content publishing, interactive environments and wikis) and the tools for content negotiation (cross comments, blog, forum and whiteboard). The proposed methodology uses the communities of practice theoretical (Lave, Wenger) in relation with the approach of David Goleman to the relationship between learning and emotional dimensions: selfawareness, self-domain, motivation, empathy and social skills.

Apprendere nel gruppo di lavoro di Stefano Bonometti This paper shows a research conducted in a health workplace with a Action Learning (Marsick) and Change laboratory (Engeström) approach. The research aims to understand the impact of the reflective practices on the learning processes and the work practices. The challenge is to plan educational setting where we can test and evaluate the outcome of the reflective practices we use often in our project to promote individual and organizational learning.

Gestione ‘critica’ del conflitto organizzativo e costruzione del sapere condiviso di Valentina Mucciarelli This article is about a research aims to understand the ‘conflict practices’ into organizational and professional context. The analysis is focused on the meaning making processes and the professional situated actions involved in the experiences with a high uncertainty and dialectical setting. The hypothesis research is that conflicts could be considered as a good experience to learn by practice or by others colleagues. The research was conducted into a Italian University of the Center of Italy studying some topic moments of the university life: informal group, department meeting, formal assembly. Trough Engeström, Schön and Mezirow’s theories the research underline as a conflict experience could develop the learning process.

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