LEARNING BY DOING IN THE EXPERIENCE OF THE ONLINE UNIVERSITY INTERNSHIP. INTEGRATED PATHS TO SUPPORT FUTURE PEDAGOGUES
Università degli Studi di Cagliari, Italia
In the period of the Covid-19 pandemic, in which it is difficult to find companies to carry out curricular internships; the internship commission of the pedagogical area courses has designed a simulated internship online for the training needs of future pedagogical students. Here we present the experience of the master's degree courses in Pedagogical Sciences of Educational Services (LM50 and LM 85) of the University of Cagliari.
The specific training objectives: knowledge of the pedagogical-methodological aspects of pedagogical counseling (minors, adults, elderly, disabled, migrants, drug addicts, prisoners, etc.); knowledge of teacher training methods in school pedagogy; understanding and re-reading of the main contributions of the psycho-pedagogical, philosophical, communicative and socio-relational disciplines and their contribution in the training processes activated in pedagogical counseling and in teacher training.
The course involved a total of 22 students in the period between June 2020 and February 2021. In the synchronous online communication mode, the topics were:
Reflective questions on pedagogical counseling: what is it? Why does this happen? How does it happen? The role of the educator and the context of the online counseling process have been defined. After the presentation of some cases, the students participated in an online consultation with a client of the pedagogist university teacher, who since the beginning of the pandemic period has supported his clients online. Students were involved in listening and viewing counseling and co-conducting. It highlights the central role of the customer who felt part of the listening group by seizing the opportunity offered by the listening group; he has revisited his narratives, posed reflective questions, building a narrative dialogue with the group by acting on himself with meta-reflection.
Training with teachers: the importance of continuous training and experimentation to promote effective educational and didactic activities. The students met two significant professionals: a kindergarten teacher who stressed that there are many ways of "doing / being school"; teachers must have: strong flexibility, get involved, adapt the way of teaching to keep up with the different needs of pupils. Promote their well-being and not just their learning. A young pedagogist then concluded the online training underlining the importance of the figure of the pedagogist in schools, in particular on the strategies that the pedagogist can find in his encounter with the difficult world of teachers.
During the course, the students wrote a logbook in which to record the central passages of both the synchronous experience and their personal path - emotional and cognitive - during the course itself.
In conclusion, the trainees wrote a report on the methodologies and emotions experienced in an argumentative and narrative form.
S.Deiana, Pedagogisti e pedagogiste tra formazione e lavoro. Narrazioni e letture della scena pedagogica universitaria e professionale, Pensa Multimedia, 2019, Lecce.
F.Fenzio, Manuale di consulenza pedagogica in ambito familiare, giuridico e scolastico, Youcantprint, 2019. Lecce.
M.Tognetti Bordogna, Il tirocinio come pratica situata, FrancoAngeli, 2015, Milano.
I.Bolognesi, M.D’ascenzo, Insegnanti si diventa. L’esperienza di tirocinio nei corsi di laurea magistrale in Scienze della formazione primaria, FrancoAngeli, 2018, Milano.
ONLINE TRAINEESHIP: WHICH EDUCATIONAL CHANCES? CHANGES FROM LIVE TO ONLINE MODEL IN TFO EXPERIENCE
Università degli Studi di Milano-Bicocca, Italia
For several years, the Master's Degree Course in Pedagogical Sciences at the University of Milano-Bicocca has been offering students an apprenticeship course (TFO, “Tirocinio Formativo di Orientamento”; Orientation Training Apprenticeship), which includes 60 hours in educational services, and 27 hours in classroom (with a tutor) throughout the academic year. In this context each student has to carry out research about pedagogical functions in educational services. To do this, the classroom course supports both students to build an overview of pedagogical functions and the Pedagogue, and to exchange knowledge and experiences, allowing the construction of a richer epistemological heritage. This proposal of traineeship has been structured on work in presence, both in the classroom and in services. The health emergency brought by Covid-19 suddenly blocked the pathway, which had to be redefined, using online work and opening the challenge of building experiences in services and group knowledge almost exclusively with the help of technological tools.
Referring to the pedagogical epistemological frame, which highlights the importance of links between time, space, bodies and rules in the learning environment, this research has the goal to analyze in which way the passage from presence to online model can influence the learning process. Therefore, with a qualitative design, we want to explain the facilitating and hindering aspects of online training working. The research has two phases: in the first (March-April) we did 36 written structured interviews in order to collect students’ point of view about significant aspects of this experience. In the second one (June-July), we are conducting a focus group, aimed to deepen some ideas that emerged from the interviews analysis.
The 36 TFO-students of the sample are education professionals who are asked to reflect on their own educational path, becoming in some way co-constructors of the learning process. The very research work is participatory, as some aspects of the research were developed together with the students themselves.
The data and reflections will be useful to reformulate the traineeship pathway beyond the health emergency, identifying the elements that can facilitate the online training. The results will offer the students point of view about central aspects of the learning and training experience, relational components and also sustainability of the process in order to reflect on educational challenges which pandemic opened.
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IORI V., Educatori e pedagogisti. Senso dell’agire educativo e riconoscimento professionale, Erickson, Trento, 2018.
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"SMART-WORKING 0-3” TRAINEESHIP: THE OUTCOMES IN TERMS OF ACQUIRED COMPETENCE
1University of Parma, Department of Humanities, Social Sciences and Cultural Industries, Italy; 2University of Parma, Department of Humanities, Social Sciences and Cultural Industries, Italy
This paper presents the outcomes attained by redesigning the traineeship of undergraduate students of Educational Sciences (L-19) and Design and Coordination of Education Services (LM-50) at the University of Parma, which had been interrupted in March 2020 due to the COVID-19 emergency.
Early years education services have been engaged, since the initial lockdown in March 2020, in an intense process of re-signifying and re-transforming educational experience and the everyday educational action of practitioners (Antonietti, Guerra, Luciano, 2020). This change process, which is informed by the principles of education in emergencies (Vaccarelli, 2017) and transformative learning (Mezirow, 2016), bears key implications for both research and professional development.
In order to overcome the difficulties associated with implementing student traineeships given the physical distancing imposed as part of the public health response to the COVID-19 emergency, an educational dispositive was developed that engaged students in an empirical research project focused on early years (0-3) education centres, in a way that was salient to their course of studies and the objectives of their traineeships.
In the light of EU guidelines on the competences of the early childhood educators and service coordinators (European Commission, 2016) and national guidelines on LEAD - remote educational interaction between early years education centres and children/families (Ministry of Education, 2020), the goal of the SW0-3 SmartWorking (03) traineeship was to promote learning in the following areas: knowledge concerning the reorganization of early years education services during the public health emergency, research skills, and the ability to reflect on the phenomena under analysis.
The traineeship was completed by 18 undergraduate students with the support of a multi-professional research team. The students contributed to the implementation of a research project informed by participatory and professional development research perspectives (Bondioli, Savio 2018; Asquini 2018) which involved: reviewing the relevant literature and defining the research questions and research design; devising an ad hoc research instrument and administering it; applying content analysis to the resulting data and interpreting/discussing the outcomes.
The early years education services that participated in the research were 16 infant-toddler centres spread across different regions of Italy, which were selected to form a representative sample of the different types of service and categories of service provider. For each centre, the students interviewed a parent, an educator, and a coordinator.
The paper analyses the perspectives of the undergraduate students who participated in the SW0-3 project, based both on feedback obtained using quantitative and qualitative survey methods and on their final traineeship reports, with a view to monitoring the competences they had acquired by the end of the traineeship process.
DISTANCE INTERNSHIP MODALITIES IN ADVANCED EDUCATIONAL SCIENCES IN BICOCCA UNIVERSITY OF MILAN DURING COVID GLOBAL PANDEMIC
UNIVERSITA' BICOCCA DI MILANO, Italia
Suddenly on 24 February 2020, the global pandemic situation caused the stop of the University’s lessons. At the beginning of March 2020, the academic internship was in halfway teaching of Advanced Educational Sciences in Bicocca University of Milan. Few weeks later the academic tutors were able to continue to coach their own group of students by distance teaching modalities. On the other hand, the interns couldn’t visit the world of work anymore. How did the academic tutors improve the relationship with their interns to catch the same objectives than before? What new meaning grew up in the ri-model of internship?
Relating to our proposed research experience in educational contexts, in order to orientate students in constructing a personal, critical, curious, liquid and multi-faceted professional profile (Palmieri, Barioglio, Gambacorti-Passerini, & Tania, 2017) we can say that the traineeship and interns have had on their skin an opportunity to deal with a world of work more and more precarious and unpredicatble.
The present paper tries to be a useful tool for the exploration of the experiential and emotional aspects of academic tutors and students while the re-creation of a functional internship model with the pandemic situation.
Method: a phenomenological review IPA (Smith & Osborn, 2009) (Mortari & Zannini, 2010) of the documents of the 2019-2020 academic internship: minutes, final internship paper of students, ex-post evaluation by students.
Result awaited: a learning about the pedagogic role by doing. First of all, the pandemic situation was an opportunity to experiment the second level of pedagogic reflection. The first level of pedagogical reflection is about the practice but the second one is about what happens here, how is the educational scene now? In fact, student's reflections in action (Schon, 1999) were focused on the pedagogic effects of the special period of pandemic. The reflection on action (Schon, 1999) was focused on how the pedagogic point of view could be used to examine the situation and to plan the educational service here and now.
Furthermore, the students and the world of work at the same time were able to improve unknown methods and tools for example the technology and the digitals skills. That is the internet platform to call each other, the internet tools to join with other people or colleagues or write on the same documents. In addition, It was possible to work together, to speak about its own emotional and thinking and to connect with its own intern group, too.
Indeed, the internship was however in contact with the world work thanks to the re-create and the re-meaning job by academic tutors and to the affinity with the interns' feelings.
Palmieri, C., Barioglio, M., Gambacorti-Passerini, M. B., & Tania, M. (2017). Professionisti educativi di secondo livello e le sfide del lavoro liquido. Cronaca di un percorso di tirocinio universitario. Metis, Anno VII - Numero 1 - 06/2017 Lavoro liquido.
Schon, D. (1999). Il professionista riflessivo. Per una nuova epistemologia della pratica professionale. Dedalo.
RAISING AWARENESS OF STUDENTS' PROFESSIONAL IDENTITY. AN ONLINE INTERNSHIP PATH FOR FUTURE EDUCATORS AT THE UNIVERSITY OF CATANIA
University of Catania, Italia
The Covid-19 pandemic has drastically changed the educational systems at all levels, demanding rapid adaptation to emergency remote learning. The closure of many educational centres and the restrictions resulting from the spread of the virus have therefore required the need to rethink internship activities. The universities are forced to switch from their pre-planned “face-to-face” model to alternative models, mainly on-line, to allow the students to experience their future work settings and to encourage reflective thinking about the internship experience.
The abstract presents an online trainership proposal designed and tested by the Degree Course in Educational Sciences (L-19) of the University of Catania. The design of the activities was mainly guided by the idea of self-directed learning, aimed at raising awareness of professional identity of students, through reflective and self-guided practices.
More specifically, three courses have been designed: for early childhood educators, for community educators and for prison educators. Although the professional profiles are different, each path is divided into 4 modules that aim to promote analysis, planning and reflective skills. Activities are related to knowledge of the national and regional legislation, to analysis of case studies related to educational planning, to video analysis of educational contexts. The last module is aimed at producing graphic or video material regarding their professional identity as educators. Through the use of the Eduflow platform, 170 students were initiated on the online path from January to March 2021.
The contribution presents the results of the final survey of the participants' perception of the effectiveness and functionality of the on line module. The data allow us to detect critical issues, but also the potential of a possible self-directed path device that allows students to learn how to manage themselves in their professional development.