Claudio Melacarne - Profile on Academia.edu (original) (raw)

Papers by Claudio Melacarne

Form@re : Open Journal per la Formazione in Rete, 2019

Prospettive di ricerca nell’Educazione degli adulti: dalla formazione alle competenze per il mond... more Prospettive di ricerca nell’Educazione degli adulti: dalla formazione alle competenze per il mondo del lavoro

In recent decades, the emphasis of the scientific debate has greatly shifted to online learning e... more In recent decades, the emphasis of the scientific debate has greatly shifted to online learning experiences, highlighting their power and criticalities. Various researches have been focused on the relationship between TL theory and online environments, defining new research objects and extending TL traditional issues.
We used Transformative learning theory to plan our research project and focus the research on three principal questions. Can social networks support TL processes, given that many people belonging to developed countries use social networks daily at work, at school and in the every day life? Which online setting conditions can foster the development of more inclusive, discriminating, open and reflective meaning perspectives? Finally, how do the transformational potentiality of social networks change in the three contexts?
The methodological approach was mixed: qualitative and quantitative methods. Three communities were involved in the research: doctors, students and adults.

Transformative learning is traditionally thought as a process occurring in face-to-face or physic... more Transformative learning is traditionally thought as a process occurring in face-to-face or physical settings (life, workplace, school, ect). In recent decades, the emphasis has shifted to on-line learning experiences, highlighting their power and criticality. The paper aims at illustrating an action research project founded by the Italian Tuscany Region to study on-line settings (such as social networks) and organizational conditions which can promote instrumental, communicative or transformative learning

ne, Scienze umane e della Comunicazione interculturale Chairperson Pier Cesare Rivoltella ore 9.3... more ne, Scienze umane e della Comunicazione interculturale Chairperson Pier Cesare Rivoltella ore 9.30 Progetto SONNA: punti di approdo e linee di sviluppo Sergio ANGORI -Università degli Studi di Siena Social network come pratiche di apprendimento informale Loretta FABBRI -Università degli Studi di Siena Stabilizzare e sviluppare i network presenti nelle comunità Claudio MELACARNE -Università degli Studi di Siena Discussione ore 11.30 ore 11.45 Tecnologie in uso. Significati emergenti Valentina MUCCIARELLI -Università degli Studi di Siena Tecnologie di apprendimento e socialità in rete Paolo RAVIOLO -Università degli Studi di Siena ore 13.00 Chairperson Bruno Rossi ore 14.30 Avatars and social networks: learning through embodied interaction in virtual environments Saadia A. KHAN -Columbia University La quarta fase dell'e-learning. Social network, conoscenza aperta, apprendimenti Pier Cesare RIVOLTELLA -Università Cattolica di Milano Discussione ore 16.30 -aula 3 I social network a scuola Interverranno ricercatori, dirigenti scolastici, insegnanti e studenti ore 16.30 -aula 7 I social network al lavoro Interverranno ricercatori, formatori, professionisti della sanità e di altri contesti di lavoro ore 18.00 Conclusioni Apertura dei lavori Session 1 Coffe Break Lunch Session 2 Workshop Workshop Chiusura dei lavori programma Social Network e pratiche di apprendimento informale

Educational Reflective Practices arises within the framework of a wide international network of u... more 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:

In many fields of knowledge has become firmly established that technologies have recently become ... more In many fields of knowledge has become firmly established that technologies have recently become an integral part of people's daily lives. It is from this premise that the paper will discuss the role played by new technologies, particularly in the workplace. This interest stems from the fact that these environments have represented the first areas in which technology has found fertile field of application.

L’adozione di prospettive di ricerca teoriche-speculative prima, e la tradizione positivista appl... more L’adozione di prospettive di ricerca teoriche-speculative prima, e la tradizione positivista applicata allo studio dei fenomeni educativi dopo, ha generato per molto tempo un rapporto di subordinazione della pratica rispetto alla teoria (Gibbons, 1994). Al primo livello c’è la ricerca, interpretata come spazio di produzione d’ipotesi e di modelli. Ad un secondo livello più basso si colloca la formazione, che diventa lo strumento per mettere alla prova e sperimentare tali ipotesi o modelli. Ad un terzo livello ci sono i contesti pratici, interpretati come il campo di applicazione di quanto elaborato teoricamente.
Solo negli ultimi anni “la ricerca non ha più la pretesa di descrivere fatti reali ma si presenta come costruzione di testi che riguardano fatti socialmente costruiti e che mantengono la consapevolezza della distanza che separa l’interpretazione dalla realtà” (Melucci, 1998, p. 24). La realtà diventa un contesto interattivo in cui la conoscenza viene co-costruita insieme al ricercatore perdendo i tratti dell’oggettività e della trasferibilità. La conoscenza scientifica diventa una particolare forma di sapere ‘umano’ e ‘sociale’ che tratta di oggetti e problemi da prospettive di indagine non neutre, ma emergenti all’interno di una comunità scientifica e un campo sociale, come espressione di interessi, prospettive scientifiche, antropologie e prospettive politiche (Habermas, 1990).
La ricerca diventa una forma di indagine collaborativa e negoziale nella quale l’accordo e l’impegno reciproco si raggiunge quando si genera una actionable scientific knowledge, cioè un sapere utile per entrambe le comunità, quella di ricerca e quella per esempio composta dai dirigenti di un’azienda (Starkey, Madan, 2001).
Questa collaborazione non si precisa solo per il fatto di promuovere delle attività insieme o progettare percorsi condivisi tra comunità di ricerca e comunità professionali, ma anche per configurarsi come reciproca occasione di apprendimento (Coghlan and Coughlan, 2006).

Trasformare le epistemologie professionali incarnate nelle pratiche. Un’esperienza di ricerca- fo... more Trasformare le epistemologie professionali incarnate nelle pratiche. Un’esperienza di ricerca- formazione presso la Confartigianato Imprese di Arezzo

L’esperienza di ricerca-formazione presentata nasce dalla richiesta di Confartigianato Imprese Arezzo di sostenere i processi di innovazione e di sviluppo professionale dei propri dirigenti in conseguenza di un imminente cambio generazionale all’interno dell’associazione di categoria. L’esperienza ha visto la partecipazione di un gruppo eterogeneo di 15 persone composto da associati con ruolo dirigenziale o di rappresentanza, membri di movimenti di opinione o di categoria. Il percorso formativo è stato ideato e progettato alla luce delle indicazioni fornite dal modello dell’Action Learning. Il presente contributo intende rendere conto del processo metodologico adottato e di alcuni risultati conseguiti in termini di trasformazione o “non trasformazione” delle epistemologie professionali dei soggetti che hanno partecipato.

Transforming the professional epistemology embedded in the practices. A research in Confartigianato Imprese of Arezzo

The educational research experience presented here 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 persons (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.

The qualitative study has involved 100 novice teachers attending a two year training course in Te... more The qualitative study has involved 100 novice teachers attending a two year training course in Teacher College at the Universities of Florence and Siena and has been focused on the analysis of transformative learning processes (Mezirow, 1990; 1991) occurring during the practicum within the interaction among novice and expert teachers using a narrative inquiry approach (Connelly & Clandinin, 1995).
Novice teachers have been asked to write a professional short narrative about a problematic experience in their training framed as “critical incident” (Brookfield, 1990). Narratives have been collected in order to identify transformative processes and turning points in the construction of teacher’s professional epistemology focusing on their epistemic and emotional involvement. Narratives have been processed both by statistic classification and qualitative analysis using a process of methodological and investigator triangulation.

References

Altrichter, H., Posch, P. & Somekh, B. (1996), Teachers investigate their work; An introduction to the methods of action research. London: Routledge.
Arredondo, D. E., & Rucinski, T. T. (1996), Epistemological beliefs of Chilean educators and school reform efforts. Paper presented at the Tercer Encuentro National de Enfoques Cognitivos Actuales en Educacion. Santiago, Chile.
Berthelsen, D., Brownlee, J. & Boulton-Lewis, G. (2002), Caregivers epistemological beliefs in toddler programs in Early Child Development and Care, pp. 1-14.
Bogdan, R. C. & Biklen, S. K. (1992), Qualitative research in education: An introduction to theory and methods (2nd ed.), Boston, MA: Allyn and Bacon.
Brookfield S. (1990), Using critical incidents to explore learners’ assumption, in Mezirow J and Associates, Fostering critical reflection in adulthood, Jossey-Bass, San Francisco, pp. 177-193.
Brownlee J. (2003), Changes in Primary School Teachers’ Beliefs about Knowing: a longitudinal study in Asia-Pacific Journal of Teacher Education, Vol. 31, No. 1, pp. 87-98.
Brownlee, J. (2001), Knowing and learning in teacher education: A theoretical framework of core and peripheral epistemological beliefs in Asia Pacific Journal of Teacher Education & Development, 4 (1), pp. 167-190.
Brownlee, J., Berthelsen, D., & Boulton-Lewis, G. (2004), Working with toddlers in child care: Personal epistemologies and practice. in European Early Childhood Education Research Journal, 12(1), pp. 55-70.
Brownlee, J.Berthelsen, D, (2006), Personal epistemology and relational pedagogy in early childhood teacher education programs in Early Years: Journal of International Research and Development, 26(13), Number 1/March, pp. 17-29.
Clandinin D.J., Connelly F. M. (1998), Personal Experience Methods, in Denzin N., Lincoln Y.S., Collecting and Interpreting Qualitative Materials, London: Sage, pp.150-178.
Clandinin D.J., Connelly F.M (2000), Narrative Inquiry. Experience and Story in Qualitative Research, San Francisco: Jossey Bass.
Clandinin D.J.,Connelly F. M.(1991), Narrative and story in Practice and Research, in Schön D. (Ed.), The reflective turn. Case Studies In and On Educational Practice, New York: Teachers College Press, pp.258-283.
Cohen, L., & Manion, L. (1986), Research methods in education. London: Croom Helm.
Colton, A., & Sparks-Langer, G. (1993), A conceptual framework to guide the development of teacher reflection and decision making, in Journal of Teacher Education, 44, pp.45-56.
Connelly F.M. Clandinin D.J. (1995), Teachers Professional Knowledge Landscapes, New York: Teachers College Press.
Connelly, F.M., & Clandinin, D.J. (1988), Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.
Cornell Way E. (1991), Knowledge representation and metaphor, Dordrecht : Kluwer Academic Publishers.
Daniels D., Shumow L. (2003), Child development and classroom teaching: a review of the literature and implications for educating teachers in Journal of Applied Developmental Psychology, Vol. n 5, January, pp- pp. 495-526 (32).
Denzin, N. (1978), Sociological Methods: A Sourcebook, NY: McGraw Hill, 2nd ed.
Educational Research, pp. 72-101.
Entwistle, N. (1998), Approaches to learning and forms of understanding, in B. Dart & G. Boulton
Fabbri L. (2007), Comunità di pratiche e apprendimento riflessivo, Milano: Guerini Studio.
Fang, Z. (1996), A review of research on teacher beliefs and practices, in Educational Researcher, 38, pp.47-65.
Flanagan, J. C. (1954), The critical incident technique, in Psychological Bulletin, 51, 4, pp. 327-359.
Hasweh, M.H. (1996), Effects of science teachers’ epistemological beliefs in teaching, in Journal of Research in Science Teaching, 33(1), pp. 47–63.
Hatton, N., & Smith, D. (1995), Facilitating reflection: Issues and research, in Forum of Education, 50, pp.49 -65.
Hofer B. K., Pintrich P. R. (eds) (2001), Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing, Mahawah, Lawrence Erlbaum Associates.
Killen, R., and McKee, A. (1983), Critical incidents in teaching: An approach to teacher decision- making.Newcastle College of Advanced Education, Newcastle: Australia.
King P. M., & Kitchener, K. S. (1994), Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults, San Francisco: Jossey-Bass.
Knowles, M. S. (1980), The Modern Practice of Adult Education. Andragogy versus pedagogy, Englewood Cliffs: Prentice Hall/Cambridge.
Lave J., Wenger E. (1991), Situated Learning. Legitimate peripheral participation, Cambridge: University of Cambridge.
Lewis (Eds.), Teaching and learning in higher education Melbourne: Australian Council for
Lieblich A., Mashiach R.T., Zilber T. (1998), Narrative Research. Reading, Analysis and Interpretation, London: Sage.
Lincoln Y.S. e Guba E.G. (1985), Naturalistic Inquiry, Beverly Hills: CA, Sage.
Manning P.K., Cullum -Swan B. (1998), Narrative, Content and Semiotic Analyis, in Denzin N., Lincoln Y.S., Collecting and Interpreting Qualitative Materials, London: Sage, pp. 246-275.
Maykut, P., & Morehouse, R. (1994), Beginning qualitative research. A philosophic and practical guide. London: The Falmer Press.
Melacarne C. (2006), La formazione nei contesti della cura. Una esperienza di ricerca sulle epistemologie professionali degli infermieri, Lecce: Pensa Multimedia.
Mezirow & Associated (eds) (2002), Learning to think like an adult: Core concepts of transformation theory, San Francisco: Jossey-Bass.
Mezirow J. and associates (1990), Fostering Critical Reflection in Adulthood. A Guide to Transformative and Emancipatory Learning, San Francisco, Jossey Bass.
Mezirow J., (1991), Transformative dimensions of adult learning, San Francisco, Jossey Bass,
Mezirow, J. (1998), Postmodern critique of transformation theory: a response to Pietrykowski, and Transformative learning and social action; a response to Inglis, in Adult education quarterly, 49 (Fall), pp. 65-67 and pp.70-72.
Olson D. R., Bruner J. S. (1996), Folk psychology and folk pedagogy, in Olson D. R., Torrance N. (1996), The handbook of education and human development. New models of learning, teaching and schooling., Cambridge, Massachusetts, Blackwell Publishers,
Pajares, M. F. (1992), Teacher's beliefs and educational research: Cleaning up a messy construct. in Review of Educational Research, 62, pp. 307-332.
Perry, W. G. (1970), Forms of Intellectual and Ethical Development in the College Years. New York: Holt, Rinehart and Winston.
Perry, W. G. (1981), Cognitive and ethical growth: The making of meaning. In Chickering A. W. (Ed.), The Modern American College San Francisco: Jossey-Bass, pp. 76-116.
Pietrykowski, B. (1998), Modern and postmodern tensions in adult education theory: a response to Jack Mezirow, in Adult education quarterly, 49 (Fall), pp. 67-70.
Polanyi, M. (1958/1974), Personal Knowledge: Towards a Post- Critical Philosophy, Chicago, University of Chicago Press.
Rokeach, M. (1968), Beliefs, attitudes and values. San Francisco: Jossey-Bass Inc.
Rossi B. (2008), Pedagogia delle organizzazioni, Milano: Guerini Studio.
Ruddick, S. N. Goldberger, J. Tarule, B. Clinchy, & M. Belenky (eds) (1996), Knowledge, difference and power New York: Basic Books, pp. 248-273.
Schommer, M. A. (1994), Synthesising epistemological belief research: Tentative understandings and provocative confusions in Educational Psychology Review, 6, pp. 293-319.
Schön, D. A. (1983), The Reflective Practitioner: How professionals think in action, London: Temple Smith.
Schön, D. A. (1987), Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
Schön, D. A. (eds) (1991), The Reflective Turn: Case studies in and on educational practice, New York: Teachers College Press.
Schraw G., Sinatra G.M (2004), Epistemological Development and Its Impact on Cognition in Academic Domains in Contemporary Educational Psychology Volume 29, Issue 2, April, pp. 95-102.
Smith L.M. (1998), Biographical Method, in Denzin N.K., Lincoln Y.S., Strategies of Qualitative Inquiry, London: Sage, pp. 184-225.
Sternberg R. J., Horvath J. A. (eds) (1999), Tacit knowledge in professional practice, Mahwah; London : Lawrence Erlbaum Associates.
Striano M. (2001), La razionalità riflessiva nell’agire educativo, Napoli: Liguori.
Sutton, R. E., Cafarelli, A., Lund, R., Schurdell, D., & Bischel, S. (1996), A developmental constructivist approach to preservice teachers' ways of knowing. In «Teaching and Teacher Education»12, pp. 413-427.
Tennant M. (1998), Adult education as a technology of the self in International journal of lifelong education, 17 (Nov.-Dec.), pp. 364-376.
Tennant, M. (1993), Perspective transformation and adult development in Adult education quarterly 44 (Fall), pp. 34-42.
Tirosh D. (eds) (1994), Implicit and explicit knowledge, Norwood : Ablex Publishing Corp.
Wenger E. (1998), Communities of Practice. Learning, Meaning and Identity, Cambridge Mass: Cambridge University Press.
White, B.C. (2000), Preservice teach...

Education Sciences And Society, Jan 1, 2012

Nowadays, youths need to deal with complex problems never tackled before by previous generations.... more Nowadays, youths need to deal with complex problems never tackled before by previous generations. h e job market uncertainty, together with the growing diversii cation of professional i gures and the rising education and training level required to enter the job market, embody the conditions under which youths struggle to answer the question: who will I be when I will be adult? To be able to play a mindful role within such new scenarios, youths need to gain access to emerging job market rule representations, to understand before and during their education career which activities are actually carried out by a professional, to achieve knowledge on new theoretic premises and, at the same time, to be assisted when connecting them to their actual use in real professional settings.

L'insegnante riflessivo: coltivazione e trasformazione delle pratiche professionali

Il lavoro professionale in educazione e formazione implica necessariamente una delicata declinazi... more Il lavoro professionale in educazione e formazione implica necessariamente una delicata declinazione di intenzionalità, istanze normative, ipotesi regolative che devono essere negoziate e condivise nell'ambito di contesti e situazioni unici e peculiari, il che richiede l'esercizio di forme di ...

This paper aims at understanding the transformative trajectories which facilitate reflective proc... more This paper aims at understanding the transformative trajectories which facilitate reflective processes, through educators’ and families’ narrative interviews, participant observation and action research. The paper is focused on the social and organisational conditions which foster the development of more inclusive, discriminating, open and reflective perspectives.

Conference Presentations by Claudio Melacarne

Form@re : Open Journal per la Formazione in Rete, 2019

Prospettive di ricerca nell’Educazione degli adulti: dalla formazione alle competenze per il mond... more Prospettive di ricerca nell’Educazione degli adulti: dalla formazione alle competenze per il mondo del lavoro

In recent decades, the emphasis of the scientific debate has greatly shifted to online learning e... more In recent decades, the emphasis of the scientific debate has greatly shifted to online learning experiences, highlighting their power and criticalities. Various researches have been focused on the relationship between TL theory and online environments, defining new research objects and extending TL traditional issues.
We used Transformative learning theory to plan our research project and focus the research on three principal questions. Can social networks support TL processes, given that many people belonging to developed countries use social networks daily at work, at school and in the every day life? Which online setting conditions can foster the development of more inclusive, discriminating, open and reflective meaning perspectives? Finally, how do the transformational potentiality of social networks change in the three contexts?
The methodological approach was mixed: qualitative and quantitative methods. Three communities were involved in the research: doctors, students and adults.

Transformative learning is traditionally thought as a process occurring in face-to-face or physic... more Transformative learning is traditionally thought as a process occurring in face-to-face or physical settings (life, workplace, school, ect). In recent decades, the emphasis has shifted to on-line learning experiences, highlighting their power and criticality. The paper aims at illustrating an action research project founded by the Italian Tuscany Region to study on-line settings (such as social networks) and organizational conditions which can promote instrumental, communicative or transformative learning

ne, Scienze umane e della Comunicazione interculturale Chairperson Pier Cesare Rivoltella ore 9.3... more ne, Scienze umane e della Comunicazione interculturale Chairperson Pier Cesare Rivoltella ore 9.30 Progetto SONNA: punti di approdo e linee di sviluppo Sergio ANGORI -Università degli Studi di Siena Social network come pratiche di apprendimento informale Loretta FABBRI -Università degli Studi di Siena Stabilizzare e sviluppare i network presenti nelle comunità Claudio MELACARNE -Università degli Studi di Siena Discussione ore 11.30 ore 11.45 Tecnologie in uso. Significati emergenti Valentina MUCCIARELLI -Università degli Studi di Siena Tecnologie di apprendimento e socialità in rete Paolo RAVIOLO -Università degli Studi di Siena ore 13.00 Chairperson Bruno Rossi ore 14.30 Avatars and social networks: learning through embodied interaction in virtual environments Saadia A. KHAN -Columbia University La quarta fase dell'e-learning. Social network, conoscenza aperta, apprendimenti Pier Cesare RIVOLTELLA -Università Cattolica di Milano Discussione ore 16.30 -aula 3 I social network a scuola Interverranno ricercatori, dirigenti scolastici, insegnanti e studenti ore 16.30 -aula 7 I social network al lavoro Interverranno ricercatori, formatori, professionisti della sanità e di altri contesti di lavoro ore 18.00 Conclusioni Apertura dei lavori Session 1 Coffe Break Lunch Session 2 Workshop Workshop Chiusura dei lavori programma Social Network e pratiche di apprendimento informale

Educational Reflective Practices arises within the framework of a wide international network of u... more 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:

In many fields of knowledge has become firmly established that technologies have recently become ... more In many fields of knowledge has become firmly established that technologies have recently become an integral part of people's daily lives. It is from this premise that the paper will discuss the role played by new technologies, particularly in the workplace. This interest stems from the fact that these environments have represented the first areas in which technology has found fertile field of application.

L’adozione di prospettive di ricerca teoriche-speculative prima, e la tradizione positivista appl... more L’adozione di prospettive di ricerca teoriche-speculative prima, e la tradizione positivista applicata allo studio dei fenomeni educativi dopo, ha generato per molto tempo un rapporto di subordinazione della pratica rispetto alla teoria (Gibbons, 1994). Al primo livello c’è la ricerca, interpretata come spazio di produzione d’ipotesi e di modelli. Ad un secondo livello più basso si colloca la formazione, che diventa lo strumento per mettere alla prova e sperimentare tali ipotesi o modelli. Ad un terzo livello ci sono i contesti pratici, interpretati come il campo di applicazione di quanto elaborato teoricamente.
Solo negli ultimi anni “la ricerca non ha più la pretesa di descrivere fatti reali ma si presenta come costruzione di testi che riguardano fatti socialmente costruiti e che mantengono la consapevolezza della distanza che separa l’interpretazione dalla realtà” (Melucci, 1998, p. 24). La realtà diventa un contesto interattivo in cui la conoscenza viene co-costruita insieme al ricercatore perdendo i tratti dell’oggettività e della trasferibilità. La conoscenza scientifica diventa una particolare forma di sapere ‘umano’ e ‘sociale’ che tratta di oggetti e problemi da prospettive di indagine non neutre, ma emergenti all’interno di una comunità scientifica e un campo sociale, come espressione di interessi, prospettive scientifiche, antropologie e prospettive politiche (Habermas, 1990).
La ricerca diventa una forma di indagine collaborativa e negoziale nella quale l’accordo e l’impegno reciproco si raggiunge quando si genera una actionable scientific knowledge, cioè un sapere utile per entrambe le comunità, quella di ricerca e quella per esempio composta dai dirigenti di un’azienda (Starkey, Madan, 2001).
Questa collaborazione non si precisa solo per il fatto di promuovere delle attività insieme o progettare percorsi condivisi tra comunità di ricerca e comunità professionali, ma anche per configurarsi come reciproca occasione di apprendimento (Coghlan and Coughlan, 2006).

Trasformare le epistemologie professionali incarnate nelle pratiche. Un’esperienza di ricerca- fo... more Trasformare le epistemologie professionali incarnate nelle pratiche. Un’esperienza di ricerca- formazione presso la Confartigianato Imprese di Arezzo

L’esperienza di ricerca-formazione presentata nasce dalla richiesta di Confartigianato Imprese Arezzo di sostenere i processi di innovazione e di sviluppo professionale dei propri dirigenti in conseguenza di un imminente cambio generazionale all’interno dell’associazione di categoria. L’esperienza ha visto la partecipazione di un gruppo eterogeneo di 15 persone composto da associati con ruolo dirigenziale o di rappresentanza, membri di movimenti di opinione o di categoria. Il percorso formativo è stato ideato e progettato alla luce delle indicazioni fornite dal modello dell’Action Learning. Il presente contributo intende rendere conto del processo metodologico adottato e di alcuni risultati conseguiti in termini di trasformazione o “non trasformazione” delle epistemologie professionali dei soggetti che hanno partecipato.

Transforming the professional epistemology embedded in the practices. A research in Confartigianato Imprese of Arezzo

The educational research experience presented here 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 persons (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.

The qualitative study has involved 100 novice teachers attending a two year training course in Te... more The qualitative study has involved 100 novice teachers attending a two year training course in Teacher College at the Universities of Florence and Siena and has been focused on the analysis of transformative learning processes (Mezirow, 1990; 1991) occurring during the practicum within the interaction among novice and expert teachers using a narrative inquiry approach (Connelly & Clandinin, 1995).
Novice teachers have been asked to write a professional short narrative about a problematic experience in their training framed as “critical incident” (Brookfield, 1990). Narratives have been collected in order to identify transformative processes and turning points in the construction of teacher’s professional epistemology focusing on their epistemic and emotional involvement. Narratives have been processed both by statistic classification and qualitative analysis using a process of methodological and investigator triangulation.

References

Altrichter, H., Posch, P. & Somekh, B. (1996), Teachers investigate their work; An introduction to the methods of action research. London: Routledge.
Arredondo, D. E., & Rucinski, T. T. (1996), Epistemological beliefs of Chilean educators and school reform efforts. Paper presented at the Tercer Encuentro National de Enfoques Cognitivos Actuales en Educacion. Santiago, Chile.
Berthelsen, D., Brownlee, J. & Boulton-Lewis, G. (2002), Caregivers epistemological beliefs in toddler programs in Early Child Development and Care, pp. 1-14.
Bogdan, R. C. & Biklen, S. K. (1992), Qualitative research in education: An introduction to theory and methods (2nd ed.), Boston, MA: Allyn and Bacon.
Brookfield S. (1990), Using critical incidents to explore learners’ assumption, in Mezirow J and Associates, Fostering critical reflection in adulthood, Jossey-Bass, San Francisco, pp. 177-193.
Brownlee J. (2003), Changes in Primary School Teachers’ Beliefs about Knowing: a longitudinal study in Asia-Pacific Journal of Teacher Education, Vol. 31, No. 1, pp. 87-98.
Brownlee, J. (2001), Knowing and learning in teacher education: A theoretical framework of core and peripheral epistemological beliefs in Asia Pacific Journal of Teacher Education & Development, 4 (1), pp. 167-190.
Brownlee, J., Berthelsen, D., & Boulton-Lewis, G. (2004), Working with toddlers in child care: Personal epistemologies and practice. in European Early Childhood Education Research Journal, 12(1), pp. 55-70.
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Education Sciences And Society, Jan 1, 2012

Nowadays, youths need to deal with complex problems never tackled before by previous generations.... more Nowadays, youths need to deal with complex problems never tackled before by previous generations. h e job market uncertainty, together with the growing diversii cation of professional i gures and the rising education and training level required to enter the job market, embody the conditions under which youths struggle to answer the question: who will I be when I will be adult? To be able to play a mindful role within such new scenarios, youths need to gain access to emerging job market rule representations, to understand before and during their education career which activities are actually carried out by a professional, to achieve knowledge on new theoretic premises and, at the same time, to be assisted when connecting them to their actual use in real professional settings.

L'insegnante riflessivo: coltivazione e trasformazione delle pratiche professionali

Il lavoro professionale in educazione e formazione implica necessariamente una delicata declinazi... more Il lavoro professionale in educazione e formazione implica necessariamente una delicata declinazione di intenzionalità, istanze normative, ipotesi regolative che devono essere negoziate e condivise nell'ambito di contesti e situazioni unici e peculiari, il che richiede l'esercizio di forme di ...

This paper aims at understanding the transformative trajectories which facilitate reflective proc... more This paper aims at understanding the transformative trajectories which facilitate reflective processes, through educators’ and families’ narrative interviews, participant observation and action research. The paper is focused on the social and organisational conditions which foster the development of more inclusive, discriminating, open and reflective perspectives.