Apprendere dagli studenti prima di entrare in classe. La comunicazione tra studenti delle superiori e insegnanti in formazione iniziale con l'email
Barra laterale articolo
Pubblicato
ott 19, 2015
Contenuto principale articolo
Abstract
Questo articolo presenta uno studio svolto nell’ambito di un progetto di ricerca in cui, nell’arco di un intero semestre accademica, è prevista la comunicazione sistematica per email fra studenti universitari e studenti della scuola superiore. I primi frequentano dei corsi di laurea tenuti da due college nel nordest degli Stati Uniti per poter ottenere l’abilitazione come docenti, mentre i secondi studiano presso delle scuole superiori di secondo livello situate nello stesso territorio. Dallo studio emerge che lo scambio di comunicazione fra i due gruppi, che avviene prima che gli studenti universitari comincino le prime esperienze pratiche in classe, genera una serie di risultati interessanti. Secondo entrambi i gruppi, le comunicazioni: (1) favoriscono le creazione di legami più personalizzati rispetto a quelli che generalmente si formano nei vincoli organizzativi e nei limiti dei ruoli tipici dei corsi universitari; 2) determinano, in modo più o meno positivo, le modalità di comunicazione proprie dei partecipanti; (3) favoriscono l’analisi critica e la riflessione; (4) offrono ai partecipanti la possibilità di capire meglio il punto di vista degli altri; e (5) costituiscono una traccia persistente delle interazioni. Gli scambi di email creano una specie di spazio liminale - una zona spazio-tempo intermedio in cui sia i futuri insegnanti che gli studenti svolgono ruoli diversi da quelli abituali - consentendo ai partecipanti al progetto di provare nuovi modi di essere, sviluppare nuovi modi di interagire e sperimentare dei ruoli diversi nell’ottica di capire meglio la loro idea personale di identità professionale.
Dettagli articolo
Sezione
Articoli - Numero speciale
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Riferimenti bibliografici
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Cook-Sather, A. (2002a). Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education. Educational Researcher, 31(4), 3-14.
Cook-Sather, A. (2002b). Re(in)forming the Conversations: Student Position, Power, and Voice in Teacher Education. Radical Teacher, 64, 21-28.
Cook-Sather, A. (2009). Learning from the Student’s Perspective: A Sourcebook for Effective Teaching. Boulder, CO: Paradigm Publishers.
Cook-Sather, A. (2014). Student Voice in Teacher Development. Oxford Bibliographies. New York, NY: Oxford University Press.
Cook-Sather, A., & Youens, B. (2007). Repositioning Students in Initial Teacher Preparation: A Comparative Case Study of Learning to Teach for Social Justice in the United States and in England. Journal of Teacher Education, 58(1), 62-75.
Creswell, J. (2006). Qualitative Inquiry and Research Design: Choosing among Five Approaches. Thousand Oaks, CA: Sage Publications.
Donohue, D. M., Bower, J., & Rosenberg, D. (2003). Learning With and Learning From: Reciprocity in Service Learning in Teacher Education. Equity and Excellence in Teacher Education, 36(1), 15-27.
Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. New York, NY: Aldine De Gruyter.
Grion, V., & Cook-Sather, A. (Eds.) (2013). Student Voice. Prospettive internazionali e pratiche emergenti in Italia. Milan, IT: Guerini.
Fielding, M. (1999). Radical Collegiality: Affirming Teaching as an Inclusive Professional Practice. Australian Educational Researcher, 26(2) 1-34.
Foulger, T. S., Burke, D., Williams, M. K., Waker, M. L., Hansen, R., & Slykhuis, D. (2013). Innovators in Teacher Education: Diffusing Mobile Technologies in Teacher Preparation Curriculum. Journal of Digital Learning in Teacher Education, 30(1), 21-29.
Holdsworth, R. (2012). The Student Voice Handbook: Bridging the Academic/Practitioner Divide. Connect, 198, 20-21.
Hull, C. (1985). Pupils as Teacher Educators. Cambridge Journal of Education, 15(1), 1–8.
Kiragu, S., Swartz, S., Chikovore, J., Lukalo, F., & Oduro, G.Y. (2012). Agency, Access, Silence and Ethics. In C. Day (Ed.), The Routledge International Handbook of Teacher and School Development (pp. 254-263). Oxford, UK: Routledge.
Levin, B. (2000). Putting Students at the Centre in Education Reform. Journal of Educational Change, 1(2), 155–172.
Mitra, D. (2011). Student Participation. Oxford Bibliographies. New York, NY: Oxford University Press.
Mitsoni, F. (2006). I Get Bored When We Don’t Have the Opportunity to Say Our Opinion: Learning about Teaching from Students. Educational Review, 5(2), 159–170.
Rudduck, J., & Flutter, J. (2004). How To Improve Your School: Giving Pupils a Voice. London, UK: Continuum Press.
Rudduck, J., & McIntyre, D. (2007). Improving Learning through Consulting Pupils. London, UK: Routledge.
Serriere, S., & Mitra, D. (2012). Critical Issues and Contexts of Student Voice in the United States. In C. Day (Ed.), The Routledge International Handbook of Teacher and School Development (pp. 223-232). Oxford, UK: Routledge.
Smyth, J. (2007). Toward the Pedagogically Engaged School: Listening to Student Voice as a Positive Response to Disengagement and ‘Dropping Out’?. In D. Thiessen & A. Cook- Sather (Eds.), International Handbook of Student Experience in Elementary and Secondary School (pp. 635-658). Dordrecht, NL: Springer.
Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage Publications.
Youens, B. (2009). Students Mentoring Student Teachers: Listening during Student Teaching. In A. Cook-Sather (Ed.), Learning from the Student’s Perspective: A Sourcebook for Effective Teaching (pp. 209-219). Boulder, CO: Paradigm.
Cook-Sather, A. (2002a). Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education. Educational Researcher, 31(4), 3-14.
Cook-Sather, A. (2002b). Re(in)forming the Conversations: Student Position, Power, and Voice in Teacher Education. Radical Teacher, 64, 21-28.
Cook-Sather, A. (2009). Learning from the Student’s Perspective: A Sourcebook for Effective Teaching. Boulder, CO: Paradigm Publishers.
Cook-Sather, A. (2014). Student Voice in Teacher Development. Oxford Bibliographies. New York, NY: Oxford University Press.
Cook-Sather, A., & Youens, B. (2007). Repositioning Students in Initial Teacher Preparation: A Comparative Case Study of Learning to Teach for Social Justice in the United States and in England. Journal of Teacher Education, 58(1), 62-75.
Creswell, J. (2006). Qualitative Inquiry and Research Design: Choosing among Five Approaches. Thousand Oaks, CA: Sage Publications.
Donohue, D. M., Bower, J., & Rosenberg, D. (2003). Learning With and Learning From: Reciprocity in Service Learning in Teacher Education. Equity and Excellence in Teacher Education, 36(1), 15-27.
Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. New York, NY: Aldine De Gruyter.
Grion, V., & Cook-Sather, A. (Eds.) (2013). Student Voice. Prospettive internazionali e pratiche emergenti in Italia. Milan, IT: Guerini.
Fielding, M. (1999). Radical Collegiality: Affirming Teaching as an Inclusive Professional Practice. Australian Educational Researcher, 26(2) 1-34.
Foulger, T. S., Burke, D., Williams, M. K., Waker, M. L., Hansen, R., & Slykhuis, D. (2013). Innovators in Teacher Education: Diffusing Mobile Technologies in Teacher Preparation Curriculum. Journal of Digital Learning in Teacher Education, 30(1), 21-29.
Holdsworth, R. (2012). The Student Voice Handbook: Bridging the Academic/Practitioner Divide. Connect, 198, 20-21.
Hull, C. (1985). Pupils as Teacher Educators. Cambridge Journal of Education, 15(1), 1–8.
Kiragu, S., Swartz, S., Chikovore, J., Lukalo, F., & Oduro, G.Y. (2012). Agency, Access, Silence and Ethics. In C. Day (Ed.), The Routledge International Handbook of Teacher and School Development (pp. 254-263). Oxford, UK: Routledge.
Levin, B. (2000). Putting Students at the Centre in Education Reform. Journal of Educational Change, 1(2), 155–172.
Mitra, D. (2011). Student Participation. Oxford Bibliographies. New York, NY: Oxford University Press.
Mitsoni, F. (2006). I Get Bored When We Don’t Have the Opportunity to Say Our Opinion: Learning about Teaching from Students. Educational Review, 5(2), 159–170.
Rudduck, J., & Flutter, J. (2004). How To Improve Your School: Giving Pupils a Voice. London, UK: Continuum Press.
Rudduck, J., & McIntyre, D. (2007). Improving Learning through Consulting Pupils. London, UK: Routledge.
Serriere, S., & Mitra, D. (2012). Critical Issues and Contexts of Student Voice in the United States. In C. Day (Ed.), The Routledge International Handbook of Teacher and School Development (pp. 223-232). Oxford, UK: Routledge.
Smyth, J. (2007). Toward the Pedagogically Engaged School: Listening to Student Voice as a Positive Response to Disengagement and ‘Dropping Out’?. In D. Thiessen & A. Cook- Sather (Eds.), International Handbook of Student Experience in Elementary and Secondary School (pp. 635-658). Dordrecht, NL: Springer.
Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage Publications.
Youens, B. (2009). Students Mentoring Student Teachers: Listening during Student Teaching. In A. Cook-Sather (Ed.), Learning from the Student’s Perspective: A Sourcebook for Effective Teaching (pp. 209-219). Boulder, CO: Paradigm.