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Training and transformative consequences: School |
Training and transformative consequences
SCHOOL
Teachers in schools are required to produce a lot of written material ( reports, registers, minutes, evaluation sheets etc). They are asked to be continually evaluative with respect to their work results but space is never made for writing about themselves or for reflecting on their own way of working. Having specific moments dedicated to a professional autobiographical workshop enables the teacher to re-think his/her actual work, to value the positive aspects and to find ways to overcome the inevitable difficulties. Above all it begins a constructive informal confrontation with colleagues.
The research undertaken in Modena in 2005-2007 and documented in the paper entitled “ Learning and Democracy: a road of exploration. Research into democratic practices in schools”, was an experimental process on themes that can be defined as a “ democracy of learning”. By this it is intended as the creation of a democratic context that enables the teacher and the student to actuate models of active participation in the construction of knowledge. In the two years of training and research the teachers experimented above all an open space for confrontation, discussion, and in-depth inquiry where they could recount and reflect upon their cognitive stories and on the educational practices usually deployed in exercising their profession, and became therefore “ reflective professionals” ( D.A. Shon, 2005). This process has permitted them to develop greater attention with respect to the students, seen in their entireties as people and therefore also porters of stories, of needs, and individual moments. The research undertaken in the classes of the following scholastic years however saw the students themselves involved and protagonists of didactic projects constructed together with their teachers around the indicators of democracy in learning.
The school therefore as a privileged place where learning does not happen only via the transmission of information but through the activation of creative capacities, recognition of individual learning and modalities of co-construction of knowledge, thus facilitating diverse dimensions of individual knowledge in people in training.
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