Training teachers who are able not only to think and act, and vice-versa, but also to judge and redesign their own acts is increasingly crucial in front of new challenges we are facing in the global context: for these reasons, it appears reasonable to configure the period of initial teacher education around the apprenticeship paradigm, structurally grounded on work-based learning. Only in this way it could overcome the separative paradigm that puts first the theory and reflection and then, in a second – separated – moment, the practice and action, thus promoting circular recomposition between theory and practice, without reducing apprenticeship to a mere “traineeship”.

(2018). Work-Related Learning as a Didactic Methodology for Teacher Education [journal article - articolo]. In REVISTA INTERNACIONAL DE FORMACAO DE PROFESSORES. Retrieved from http://hdl.handle.net/10446/124158

Work-Related Learning as a Didactic Methodology for Teacher Education

Casaschi, Cristina;Magni, Francesco
2018-01-01

Abstract

Training teachers who are able not only to think and act, and vice-versa, but also to judge and redesign their own acts is increasingly crucial in front of new challenges we are facing in the global context: for these reasons, it appears reasonable to configure the period of initial teacher education around the apprenticeship paradigm, structurally grounded on work-based learning. Only in this way it could overcome the separative paradigm that puts first the theory and reflection and then, in a second – separated – moment, the practice and action, thus promoting circular recomposition between theory and practice, without reducing apprenticeship to a mere “traineeship”.
articolo
2018
Formar docentes capaces no solo de pensar y actuar, y viceversa, sino también de juzgar y rediseñar sus propios actos es cada vez más crucial frente a los nuevos desafíos que enfrentamos en el contexto global: por estas razones, parece razonable configurar el período de formación inicial del profesorado en torno al paradigma del aprendizaje, basado estructuralmente en el aprendizaje basado en el trabajo. Sólo de esta manera podría superar el paradigma separativo que antepone la teoría y la reflexión y luego, en un segundo momento separado, la práctica y la acción, promoviendo la recomposición circular entre la teoría y la práctica, sin reducir el aprendizaje a una mera “pasantía”.
Casaschi, Cristina Maria Teresa; Magni, Francesco Emmanuele
(2018). Work-Related Learning as a Didactic Methodology for Teacher Education [journal article - articolo]. In REVISTA INTERNACIONAL DE FORMACAO DE PROFESSORES. Retrieved from http://hdl.handle.net/10446/124158
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10446/124158
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