Pub Date : 2021-08-05DOI: 10.6092/ISSN.1825-8670/12357
M. Helleve, Knut Ove Æsøy
The purpose of this study is to explore the emotional dimension of the student-teachers’ experiences, which is marked by anxiety. This study is based on a combination of a phenomenological informed theoretical framework and a phenomenographic approach. The empirical material refers to in-depth interviews with student-teachers. Through an abductive analysis of the material, anxiety experiences appeared to be a significant matter in the student teachers’ emotional life. Our study showed that anxiety in different variations to a large extent characterized the emotional dimension of the student teachers’ experiences. The variations were expressed through three overarching categories of anxiety. The first category of anxiety is about losing one’s dignity, the second about not being recognized as a person, and the third about doing something very wrong. To operationalize the purpose of this study, we will discuss the importance of considering anxiety experiences as a didactical content component in teacher education.
{"title":"When anxiety matters as a condition of possibility: about student-teachers’ anxiety experiences towards becoming a teacher","authors":"M. Helleve, Knut Ove Æsøy","doi":"10.6092/ISSN.1825-8670/12357","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/12357","url":null,"abstract":"The purpose of this study is to explore the emotional dimension of the student-teachers’ experiences, which is marked by anxiety. This study is based on a combination of a phenomenological informed theoretical framework and a phenomenographic approach. The empirical material refers to in-depth interviews with student-teachers. Through an abductive analysis of the material, anxiety experiences appeared to be a significant matter in the student teachers’ emotional life. Our study showed that anxiety in different variations to a large extent characterized the emotional dimension of the student teachers’ experiences. The variations were expressed through three overarching categories of anxiety. The first category of anxiety is about losing one’s dignity, the second about not being recognized as a person, and the third about doing something very wrong. To operationalize the purpose of this study, we will discuss the importance of considering anxiety experiences as a didactical content component in teacher education.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"25 1","pages":"95-106"},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43231207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-05DOI: 10.6092/ISSN.1825-8670/11735
Marinella Muscarà, Giulio D’Urso, Alessia Passanisi, U. Pace
The frame of risk and protection factors in relation to the social and educational adaptation of unaccompanied foreign minors is very complex. This qualitative Systematic Review aims to analyze the most recent scientific research on psychological, educational and social variables that can contribute to adaptation, in order to outline the factors on which to work in order to structure intervention strategies as well as to structure life projects in line with the evidence. The literature search conducted identified 11 empirical studies. The results highlighted specific risk and protection factors, contextual (e.g. role of peers, teachers and parents) and individual (e.g. mental health, coping strategies, resilience) related to the adaptation of unaccompanied foreign minors. In addition to discussing the practical implications of the studies in line with development models, the methodological limitations found in the studies are also highlighted and future perspectives indicated.
{"title":"L’adattamento del minore straniero tra fattori di rischio e di protezione","authors":"Marinella Muscarà, Giulio D’Urso, Alessia Passanisi, U. Pace","doi":"10.6092/ISSN.1825-8670/11735","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11735","url":null,"abstract":"The frame of risk and protection factors in relation to the social and educational adaptation of unaccompanied foreign minors is very complex. This qualitative Systematic Review aims to analyze the most recent scientific research on psychological, educational and social variables that can contribute to adaptation, in order to outline the factors on which to work in order to structure intervention strategies as well as to structure life projects in line with the evidence. The literature search conducted identified 11 empirical studies. The results highlighted specific risk and protection factors, contextual (e.g. role of peers, teachers and parents) and individual (e.g. mental health, coping strategies, resilience) related to the adaptation of unaccompanied foreign minors. In addition to discussing the practical implications of the studies in line with development models, the methodological limitations found in the studies are also highlighted and future perspectives indicated.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"25 1","pages":"81-94"},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43578383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-05DOI: 10.6092/ISSN.1825-8670/11558
L. Mortari, Fedra A. Pizzato, L. Ghirotto, Roberta Silva
The article presents the results of a systematic review conducted according to the integrative review method, which investigates both the empirical and theoretical-descriptive literature to combine academic reflection with professional practices implemented in educational contexts. The review question aims at identifying effective educational practices to promote civic engagement in the 6-13 age group, regarding school contexts. We conducted the search of the records through disciplinary and generalist databases and with the use of digital libraries. The analysis of the included materials made it possible to identify some recursive elements that characterize the educational activities aimed at promoting civic engagement in this age group. In this contribution, these elements will be analysed, highlighting how they can contribute to the design of an educational research path having as its focus the promotion of civic engagement and the sense of community.
{"title":"Educational practices promoting civic engagement: a systematic integrative review","authors":"L. Mortari, Fedra A. Pizzato, L. Ghirotto, Roberta Silva","doi":"10.6092/ISSN.1825-8670/11558","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11558","url":null,"abstract":"The article presents the results of a systematic review conducted according to the integrative review method, which investigates both the empirical and theoretical-descriptive literature to combine academic reflection with professional practices implemented in educational contexts. The review question aims at identifying effective educational practices to promote civic engagement in the 6-13 age group, regarding school contexts. We conducted the search of the records through disciplinary and generalist databases and with the use of digital libraries. The analysis of the included materials made it possible to identify some recursive elements that characterize the educational activities aimed at promoting civic engagement in this age group. In this contribution, these elements will be analysed, highlighting how they can contribute to the design of an educational research path having as its focus the promotion of civic engagement and the sense of community.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"25 1","pages":"9-24"},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44252390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-05DOI: 10.6092/ISSN.1825-8670/12610
G. Schiavone
The contribution attests a research project coordinated by the Department of Human Sciences for Education “Riccardo Massa” (University of Milano-Bicocca) and led in Mantova and Sabbioneta UNESCO sites. The project aims at accompanying citizens and visitors along a participative, sensorial and emotional path towards the cultural heritage’s enhancement and interpretation. Inspired by the desire to promote experiences helpful for an encounter between human beings and the environment, the body and the mind, the scientific and poetic dimension (Antonacci, 2019; Bruzzone, 2016; Dallari e Francucci, 1998; Mortari, 2017; Scardicchio, 2012; Zuccoli, 2020), we wanted to investigate and further explore the possibility to plan and start exploratory itineraries (Guerra, 2019) and artistic-expressive-performing actions both for daily and one-day passers-by. These are meant to feel, to live and inhabit these places not only through a rational and intellectual awareness but, more importantly, through a bodily and emotional one (Gamelli, 2005, 2009).
这一贡献证明了由教育人文科学部“Riccardo Massa”（米兰比可卡大学）协调并在Mantova和Sabbioneta联合国教科文组织遗址领导的一个研究项目。该项目旨在陪伴公民和游客走一条参与性、感官和情感的道路，以增强和诠释文化遗产。受促进有助于人类与环境、身心、科学和诗意相遇的体验的愿望的启发（Antonacci，2019；Bruzzone，2016；Dallari e Francucci，1998；Mortari，2017；Scardicchio，2012；Zuccoli，2020），我们想调查并进一步探索为日常和一天的路人规划和开始探索性行程（Guerra，2019）以及艺术表现表演动作的可能性。这些意味着不仅通过理性和智力意识，而且更重要的是，通过身体和情感意识来感受、生活和居住这些地方（Gamelli，20052009）。
{"title":"Il corpo abitante. Una proposta pedagogica per la valorizzazione del patrimonio culturale attraverso le arti performative","authors":"G. Schiavone","doi":"10.6092/ISSN.1825-8670/12610","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/12610","url":null,"abstract":"The contribution attests a research project coordinated by the Department of Human Sciences for Education “Riccardo Massa” (University of Milano-Bicocca) and led in Mantova and Sabbioneta UNESCO sites. The project aims at accompanying citizens and visitors along a participative, sensorial and emotional path towards the cultural heritage’s enhancement and interpretation. Inspired by the desire to promote experiences helpful for an encounter between human beings and the environment, the body and the mind, the scientific and poetic dimension (Antonacci, 2019; Bruzzone, 2016; Dallari e Francucci, 1998; Mortari, 2017; Scardicchio, 2012; Zuccoli, 2020), we wanted to investigate and further explore the possibility to plan and start exploratory itineraries (Guerra, 2019) and artistic-expressive-performing actions both for daily and one-day passers-by. These are meant to feel, to live and inhabit these places not only through a rational and intellectual awareness but, more importantly, through a bodily and emotional one (Gamelli, 2005, 2009).","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"25 1","pages":"121-138"},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41475189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-05DOI: 10.6092/ISSN.1825-8670/13398
Massimiliano Tarozzi
{"title":"R)esistere pedagogico . A 90 anni dalla nascita di Bertolini","authors":"Massimiliano Tarozzi","doi":"10.6092/ISSN.1825-8670/13398","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/13398","url":null,"abstract":"","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43196198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-05DOI: 10.6092/ISSN.1825-8670/11970
Daniela Moreno Boudon, S. Serbati, P. Milani
The pilot study precedes a broader research aimed at identifying the effects on parenting and development of children between 0 and 3 years old (REC 2013/112 / EU), of an Italian policy against poverty. The goal is to describe the effects of introducing a specific parenting assessment tool (Roggman et al., 2013), in a participatory key, on socio-educational practices with vulnerable families with children aged 0 to 3. The results were obtained through semi-structured interviews with 19 professionals involved in a research-training-action experience. They indicate an improvement in observation skills and — the most significant — the creation of a new space for dialogue and reflection on parenting and children development. This latter reveals to be a scarcely addressed area in the context of policy interventions against poverty. Pedagogical, methodological and communicative challenges that emerge from the results are discussed.
{"title":"Affrontare l’invisibilità dei bambini tra 0 e 3 anni per i servizi sociali attraverso la valutazione partecipativa: appunti da uno studio pilota","authors":"Daniela Moreno Boudon, S. Serbati, P. Milani","doi":"10.6092/ISSN.1825-8670/11970","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11970","url":null,"abstract":"The pilot study precedes a broader research aimed at identifying the effects on parenting and development of children between 0 and 3 years old (REC 2013/112 / EU), of an Italian policy against poverty. The goal is to describe the effects of introducing a specific parenting assessment tool (Roggman et al., 2013), in a participatory key, on socio-educational practices with vulnerable families with children aged 0 to 3. The results were obtained through semi-structured interviews with 19 professionals involved in a research-training-action experience. They indicate an improvement in observation skills and — the most significant — the creation of a new space for dialogue and reflection on parenting and children development. This latter reveals to be a scarcely addressed area in the context of policy interventions against poverty. Pedagogical, methodological and communicative challenges that emerge from the results are discussed.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"25 1","pages":"107-120"},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48712357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-05DOI: 10.6092/ISSN.1825-8670/12996
M. Giusti
{"title":"D. Bruzzone, E. Musi (a cura di), Aver cura dell’esistenza. Studi in onore di Vanna Iori , FrancoAngeli, Milano, 2020, pagine 372, euro 40,00","authors":"M. Giusti","doi":"10.6092/ISSN.1825-8670/12996","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/12996","url":null,"abstract":"","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"25 1","pages":"145-146"},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45141336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-05DOI: 10.6092/ISSN.1825-8670/11726
Marcella Milana
This contribution contextualizes the relationship between fragility and education in the light of people’s changing conditions and perspectives, and their impact on educational processes, focusing in particular on the consequences of the outbreak of the Covid-19 pandemic. By doing so, it introduces this focus, illustrates its coherence, and explains the basic methodological choice, namely the adoption of the Systematic Review, to explore different aspects of the relationship between fragility and education.
{"title":"Contrastare vulnerabilità e marginalità sociale attraverso l’educazione","authors":"Marcella Milana","doi":"10.6092/ISSN.1825-8670/11726","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11726","url":null,"abstract":"This contribution contextualizes the relationship between fragility and education in the light of people’s changing conditions and perspectives, and their impact on educational processes, focusing in particular on the consequences of the outbreak of the Covid-19 pandemic. By doing so, it introduces this focus, illustrates its coherence, and explains the basic methodological choice, namely the adoption of the Systematic Review, to explore different aspects of the relationship between fragility and education.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"25 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42575985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-05DOI: 10.6092/ISSN.1825-8670/11593
Francesco Agrusti, Raffaella Leproni, Fabio Olivieri, Lisa Stillo, E. Zizioli
This paper shows the state of the art regarding the possibilities of intervention for the economic and social inclusion of young people Not engaged in Employment, Education, or Training (NEET) through Massive Open Online Courses (MOOC) in the countries of the European Union, in order to identify and compare good practices and didactic models aimed to contrast the social and economic vulnerabilities of young people. The systematic review, carried out on both generalist and more properly educational databases, has revealed the poor relationship between the two topics in literature, each one moreover only recently made the subject of articulated research. The field of study is therefore open and invites further reflection on its possible developments. Matching NEETs’ needs and business companies’ requirements, students’ motivation during the learning path, keeping balance between e-learning and face-to-face lectures, tutors’ involvement along the course, and relationships with stakeholders remain the main issues identified in the various papers reviewed.
{"title":"MOOC e NEET? Percorsi innovativi per l’inclusione sociale ed economica dei giovani vulnerabili","authors":"Francesco Agrusti, Raffaella Leproni, Fabio Olivieri, Lisa Stillo, E. Zizioli","doi":"10.6092/ISSN.1825-8670/11593","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11593","url":null,"abstract":"This paper shows the state of the art regarding the possibilities of intervention for the economic and social inclusion of young people Not engaged in Employment, Education, or Training (NEET) through Massive Open Online Courses (MOOC) in the countries of the European Union, in order to identify and compare good practices and didactic models aimed to contrast the social and economic vulnerabilities of young people. The systematic review, carried out on both generalist and more properly educational databases, has revealed the poor relationship between the two topics in literature, each one moreover only recently made the subject of articulated research. The field of study is therefore open and invites further reflection on its possible developments. Matching NEETs’ needs and business companies’ requirements, students’ motivation during the learning path, keeping balance between e-learning and face-to-face lectures, tutors’ involvement along the course, and relationships with stakeholders remain the main issues identified in the various papers reviewed.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"25 1","pages":"63-80"},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44582462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-05DOI: 10.6092/ISSN.1825-8670/11555
Francesca Rapanà, Marcella Milana, Rita Marzoli
This article presents and discusses the results of a systematic review on the role of schools (from primary to adult education) in enhancing students’ civic engagement through collaboration with community. Based on the analysis of 21 selected studies, the authors inductively identified the main educational practices aimed at improving civic engagement. The results show that these practices are aimed primarily at school-age students, and only to a limited extent to adult students, as well as that they mostly involve the ‘local’ more than the ‘global’ community. Albeit derived from studies conducted with different methods and purposes, the results also allow some general considerations on the definition of civic engagament, the effects of educational practices on students’ civic engagement and the factors that facilitate the effectiveness of such practices.
{"title":"La collaborazione tra istituzioni scolastiche e territorio per la promozione dell’impegno civico e sociale","authors":"Francesca Rapanà, Marcella Milana, Rita Marzoli","doi":"10.6092/ISSN.1825-8670/11555","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11555","url":null,"abstract":"This article presents and discusses the results of a systematic review on the role of schools (from primary to adult education) in enhancing students’ civic engagement through collaboration with community. Based on the analysis of 21 selected studies, the authors inductively identified the main educational practices aimed at improving civic engagement. The results show that these practices are aimed primarily at school-age students, and only to a limited extent to adult students, as well as that they mostly involve the ‘local’ more than the ‘global’ community. Albeit derived from studies conducted with different methods and purposes, the results also allow some general considerations on the definition of civic engagament, the effects of educational practices on students’ civic engagement and the factors that facilitate the effectiveness of such practices.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"25 1","pages":"26-43"},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43929740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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