Pub Date : 2019-05-08DOI: 10.6092/ISSN.1825-8670/9350
S. Galloway
This paper critically examines some of the research arising from prison contexts internationally, questioning the notion that adult learning might serve the purpose of rehabilitation or encouraging desistance from crime. These discussions are utilised to inform a strategy for conducting a high-level documentary analysis of historical and current commercial contracts, held between colleges of further education and the Scottish Prison Service, for the delivery of prisoner education in Scotland. Here I suggest that leadership from the further education sector and the prison service in Scotland have made use of favourable national adult learning policies, co-creating commercial contracts that might take forward a social practice approach to prison learning. However, I also question the educational basis for both the commercial contracting of adult learning and the notion that adult learning should encourage desistance from criminality.
{"title":"Social Practices or Functional Skills? Rehabilitation or Rights? An Analysis of Scottish Prison Learning Contracts","authors":"S. Galloway","doi":"10.6092/ISSN.1825-8670/9350","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/9350","url":null,"abstract":"This paper critically examines some of the research arising from prison contexts internationally, questioning the notion that adult learning might serve the purpose of rehabilitation or encouraging desistance from crime. These discussions are utilised to inform a strategy for conducting a high-level documentary analysis of historical and current commercial contracts, held between colleges of further education and the Scottish Prison Service, for the delivery of prisoner education in Scotland. Here I suggest that leadership from the further education sector and the prison service in Scotland have made use of favourable national adult learning policies, co-creating commercial contracts that might take forward a social practice approach to prison learning. However, I also question the educational basis for both the commercial contracting of adult learning and the notion that adult learning should encourage desistance from criminality.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"67-80"},"PeriodicalIF":0.0,"publicationDate":"2019-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41419126","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 : 2019-05-08DOI: 10.6092/ISSN.1825-8670/9351
Rosanna Barros, C. Biasin
This article aims at discussing the state responsibility concerning educational rights as a framework to problematize issues of social justice on two national contexts of South Europe with an expressive vulnerable adult population concerning qualifications. We supported our analysis of national ALE public policies on Tomasevski (2001) theoretical and analytical framework that focuses on the accomplishment of the right of education by national states. Research goals are to analyse and compare ALE as a human right in the context of both states obligations, and to qualitatively evaluate selected national policies as fostering participation and social justice. This article responds to the follow question: what are the national policies that contribute to express ALE as a human right and why? It presents the scenarios obtained through Tomasevski model and point out to interesting differences between Portuguese and Italian cases.
{"title":"State Responsibility for Fostering Participation and Social Justice. Some Reflections on Policies for Low Skilled Adults in Portugal and Italy","authors":"Rosanna Barros, C. Biasin","doi":"10.6092/ISSN.1825-8670/9351","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/9351","url":null,"abstract":"This article aims at discussing the state responsibility concerning educational rights as a framework to problematize issues of social justice on two national contexts of South Europe with an expressive vulnerable adult population concerning qualifications. We supported our analysis of national ALE public policies on Tomasevski (2001) theoretical and analytical framework that focuses on the accomplishment of the right of education by national states. Research goals are to analyse and compare ALE as a human right in the context of both states obligations, and to qualitatively evaluate selected national policies as fostering participation and social justice. This article responds to the follow question: what are the national policies that contribute to express ALE as a human right and why? It presents the scenarios obtained through Tomasevski model and point out to interesting differences between Portuguese and Italian cases.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"81-92"},"PeriodicalIF":0.0,"publicationDate":"2019-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47585843","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 : 2019-05-08DOI: 10.6092/ISSN.1825-8670/9348
A. Cowie, J. Delaney
The aim of the paper is to critically examine policy and practice in language education for adult migrants in the UK and Germany with the objective of interrogating the iteration of policy by national government through the perspective of pedagogic practice in two providers: a centre providing English to Speakers of Other Languages (ESOL) in the UK and another delivering Deutsch als Fremdsprache / DaF (German as a Foreign Language) in Germany. Data will include the providers’ curricula and policies; pedagogic resources; lesson observations; and interviews with teachers and managers of the provision, to discuss their views of language education policy and the articulation of policy within their organisation. The conclusions will provide a commentary on the extent to which language education provides opportunities for a critical approach to learning for migrants or whether it is fulfilling government agendas for integration and supporting mainstream economic activity by preparing learners for work.
本文的目的是批判性地审视英国和德国成年移民语言教育的政策和实践，目的是通过两个提供者的教学实践的角度来质疑国家政府的政策迭代:一个中心在英国向其他语言(ESOL)的使用者提供英语，另一个中心在德国提供Deutsch als Fremdsprache / DaF(德语作为外语)。数据将包括提供者的课程和政策;教师资源;观察课;并与教师和管理人员进行访谈，讨论他们对语言教育政策的看法以及他们组织内政策的表达。这些结论将评论语言教育在多大程度上为移民提供了一种批判性学习方法的机会，或者它是否实现了政府的融合议程，并通过让学习者为工作做好准备来支持主流经济活动。
{"title":"Integration, Inclusion or Invisibility? Language Education for Adult Transnational Migrants in the UK and Germany","authors":"A. Cowie, J. Delaney","doi":"10.6092/ISSN.1825-8670/9348","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/9348","url":null,"abstract":"The aim of the paper is to critically examine policy and practice in language education for adult migrants in the UK and Germany with the objective of interrogating the iteration of policy by national government through the perspective of pedagogic practice in two providers: a centre providing English to Speakers of Other Languages (ESOL) in the UK and another delivering Deutsch als Fremdsprache / DaF (German as a Foreign Language) in Germany. Data will include the providers’ curricula and policies; pedagogic resources; lesson observations; and interviews with teachers and managers of the provision, to discuss their views of language education policy and the articulation of policy within their organisation. The conclusions will provide a commentary on the extent to which language education provides opportunities for a critical approach to learning for migrants or whether it is fulfilling government agendas for integration and supporting mainstream economic activity by preparing learners for work.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"43-52"},"PeriodicalIF":0.0,"publicationDate":"2019-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44593048","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 : 2019-05-08DOI: 10.6092/ISSN.1825-8670/9362
A. D. Vita, M. Milana, P. Landri, Vida A. Mohorčič-Špolar
In these times of crisis, and with changes sweeping throughmany areas of our social, political, working and economic lives, we would do well to consider how the concepts of responsibility, participation and social justice are being recast within the sphere of adult education. With the advance of neoliberalism, the outlines by which we recognise these principles have been redefined. More than ever, they are understood in terms of processes of inclusion/exclusion, or the possibility/impossibility of participation, of operating as active citizens, as individuals engaged in the interpretation of the problems inherent in social injustice and the search for solutions (Sen, 2009), not to mention the abandonment of political responsibility in favour of ever greater responsibility on the individual (Mayo, 2014). In Lavoro futuro, Ettore Gelpi decried the field of continuing education’s almost total renunciation of its function as a source of creation, of its political and emancipatory duty to work towards greater social justice, and of its rootedness in the principle of education and training as a political project capable of transforming both society and the individual.
{"title":"Responsibility, Participation and Social Justice in Adult Education","authors":"A. D. Vita, M. Milana, P. Landri, Vida A. Mohorčič-Špolar","doi":"10.6092/ISSN.1825-8670/9362","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/9362","url":null,"abstract":"In these times of crisis, and with changes sweeping throughmany areas of our social, political, working and economic lives, we would do well to consider how the concepts of responsibility, participation and social justice are being recast within the sphere of adult education. With the advance of neoliberalism, the outlines by which we recognise these principles have been redefined. More than ever, they are understood in terms of processes of inclusion/exclusion, or the possibility/impossibility of participation, of operating as active citizens, as individuals engaged in the interpretation of the problems inherent in social injustice and the search for solutions (Sen, 2009), not to mention the abandonment of political responsibility in favour of ever greater responsibility on the individual (Mayo, 2014). In Lavoro futuro, Ettore Gelpi decried the field of continuing education’s almost total renunciation of its function as a source of creation, of its political and emancipatory duty to work towards greater social justice, and of its rootedness in the principle of education and training as a political project capable of transforming both society and the individual.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2019-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45813702","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 : 2019-05-08DOI: 10.6092/ISSN.1825-8670/9346
P. Hermosilla
This research study focuses on the development of teachers’ pedagogical knowledge. Its main objective is to comprehend the values, purposes and rationale that lie beneath teaching training programs. Therefore, the focal point of the present study is to examine the experiences that are often found in teaching practices. The methodology of this investigation follows an epistemological and interpretative perspective through the use of a biographical-narrative approach. In this regard, from the analysis of teachers’ accounts it is expected to first, reflect on their educational experiences, second, weigh the meaning behind their daily teaching practices and interactions with students, and finally, extend on their experiences as teaching program students. For this purpose, the accounts of two secondary school teachers are portrayed. The findings reveal the complexity of the pedagogical practice as a reflective profession which, in turn, triggers moral, affective and political repercussions (Arnaus, 1999).
{"title":"Reflections on the Political Nature within the Teaching Practice: Novelty Teachers’ Educational Experiences","authors":"P. Hermosilla","doi":"10.6092/ISSN.1825-8670/9346","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/9346","url":null,"abstract":"This research study focuses on the development of teachers’ pedagogical knowledge. Its main objective is to comprehend the values, purposes and rationale that lie beneath teaching training programs. Therefore, the focal point of the present study is to examine the experiences that are often found in teaching practices. The methodology of this investigation follows an epistemological and interpretative perspective through the use of a biographical-narrative approach. In this regard, from the analysis of teachers’ accounts it is expected to first, reflect on their educational experiences, second, weigh the meaning behind their daily teaching practices and interactions with students, and finally, extend on their experiences as teaching program students. For this purpose, the accounts of two secondary school teachers are portrayed. The findings reveal the complexity of the pedagogical practice as a reflective profession which, in turn, triggers moral, affective and political repercussions (Arnaus, 1999).","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"15-27"},"PeriodicalIF":0.0,"publicationDate":"2019-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44190951","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 : 2019-05-08DOI: 10.6092/ISSN.1825-8670/9349
Silke Schreiber-Barsch
This paper reveals why the issue of transforming the system of lifelong learning towards an ‘inclusive education system at all levels and lifelong learning’ (United Nations, 2006, p. 16), due to national ratifications of the UN Convention on the Rights of Persons with Disabilities (2006), cuts right to the core of democratic societies and national policy agendas. Following the socio-spatial works by Low (2001; 2008), the example of the German lifelong learning arena serves to illustrate the benefit of spatial theory in the adult education discourse. Empirical findings of a qualitative research design allow insights into how access to a place of learning is interpreted and organised by adult education professionals. It opens up an understanding of who gains access to public adult education institutions and, imperatively, why access is not merely a pedagogical issue, but a negotiation of citizenship and politics and is, thus, of a genuine political nature.
{"title":"Is it the Taking Part that Counts? Access to Lifelong Learning Opportunities in Germany’s Regime of Dis/Ability","authors":"Silke Schreiber-Barsch","doi":"10.6092/ISSN.1825-8670/9349","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/9349","url":null,"abstract":"This paper reveals why the issue of transforming the system of lifelong learning towards an ‘inclusive education system at all levels and lifelong learning’ (United Nations, 2006, p. 16), due to national ratifications of the UN Convention on the Rights of Persons with Disabilities (2006), cuts right to the core of democratic societies and national policy agendas. Following the socio-spatial works by Low (2001; 2008), the example of the German lifelong learning arena serves to illustrate the benefit of spatial theory in the adult education discourse. Empirical findings of a qualitative research design allow insights into how access to a place of learning is interpreted and organised by adult education professionals. It opens up an understanding of who gains access to public adult education institutions and, imperatively, why access is not merely a pedagogical issue, but a negotiation of citizenship and politics and is, thus, of a genuine political nature.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"53-66"},"PeriodicalIF":0.0,"publicationDate":"2019-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44372927","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 : 2018-12-20DOI: 10.6092/ISSN.1825-8670/8683
Rosália Cera
La finalita generale del presente studio fenomenologico e di comprendere le ricadute educative del coinvolgimento attivo di dieci anziani musicisti nell’esperienza di insegnamento/apprendimento intergenerazionale (IAI) ad altri dieci giovani musicisti con difficolta economiche, ospiti entrambi nella stessa Casa di riposo. L’obiettivo specifico e, invece, quello di comprendere se attraverso la musica e possibile creare condizioni favorevoli alla costruzione di un ponte generazionale e l’influenza che tali condizioni esercitano nel rimuovere gli stereotipi legati all’eta, a relazioni distorte e ad atteggiamenti negativi tra persone appartenenti a generazioni differenti. Il metodo di ricerca “meticciato”, fenomenologico nell’obiettivo e grounded oriented nell’analisi dei dati, ha agevolato nella fase euristica l’individuazione dei temi ricorrenti nei discorsi degli anziani intervistati. Dall’analisi dei dati sono emersi quattro temi degni di nota: l’impegno sociale, il senso di autostima e la sensazione generale di benessere, gli atteggiamenti positivi nei confronti dei giovani, la musica come “oggetto mediatore” tra eta della vita differenti.
{"title":"Music, Maestro, Please: the Educational Value of Intergenerational Learning","authors":"Rosália Cera","doi":"10.6092/ISSN.1825-8670/8683","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/8683","url":null,"abstract":"La finalita generale del presente studio fenomenologico e di comprendere le ricadute educative del coinvolgimento attivo di dieci anziani musicisti nell’esperienza di insegnamento/apprendimento intergenerazionale (IAI) ad altri dieci giovani musicisti con difficolta economiche, ospiti entrambi nella stessa Casa di riposo. L’obiettivo specifico e, invece, quello di comprendere se attraverso la musica e possibile creare condizioni favorevoli alla costruzione di un ponte generazionale e l’influenza che tali condizioni esercitano nel rimuovere gli stereotipi legati all’eta, a relazioni distorte e ad atteggiamenti negativi tra persone appartenenti a generazioni differenti. Il metodo di ricerca “meticciato”, fenomenologico nell’obiettivo e grounded oriented nell’analisi dei dati, ha agevolato nella fase euristica l’individuazione dei temi ricorrenti nei discorsi degli anziani intervistati. Dall’analisi dei dati sono emersi quattro temi degni di nota: l’impegno sociale, il senso di autostima e la sensazione generale di benessere, gli atteggiamenti positivi nei confronti dei giovani, la musica come “oggetto mediatore” tra eta della vita differenti.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"22 1","pages":"41-54"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46543335","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 : 2018-12-20DOI: 10.6092/issn.1825-8670/8671
S. Digennaro
For some time now, the school is reflecting on the emotional education. A Growing number of projects and specific activities were developed as effect of a large interest on a theme that, in the past, was barely investigated. The pioneering work of the projects opened interesting scenarios, illuminating, at the same time, the huge potentialities of such a kind of education and the difficulties in changing the teaching practices. The research in the sector continues to provide evidence of the crucial role of emotional skills in the growth and maturation of the individuals and of the fundamental role that the school can play in the development of these important skills. The scientific recognition and the background of the projects were two important steps. The following one is regarded to insert, systematically, the educational emotion in the curriculum at school, gathering the important aspects of the projects already implemented and overcoming the barriers that still exist. The paper wants to contribute to the debate by focusing on the issues concerning the methodology and the teaching practices.
{"title":"Emotional Bodies: Reflections on Emotional Learning in Schools","authors":"S. Digennaro","doi":"10.6092/issn.1825-8670/8671","DOIUrl":"https://doi.org/10.6092/issn.1825-8670/8671","url":null,"abstract":"For some time now, the school is reflecting on the emotional education. A Growing number of projects and specific activities were developed as effect of a large interest on a theme that, in the past, was barely investigated. The pioneering work of the projects opened interesting scenarios, illuminating, at the same time, the huge potentialities of such a kind of education and the difficulties in changing the teaching practices. The research in the sector continues to provide evidence of the crucial role of emotional skills in the growth and maturation of the individuals and of the fundamental role that the school can play in the development of these important skills. The scientific recognition and the background of the projects were two important steps. The following one is regarded to insert, systematically, the educational emotion in the curriculum at school, gathering the important aspects of the projects already implemented and overcoming the barriers that still exist. The paper wants to contribute to the debate by focusing on the issues concerning the methodology and the teaching practices.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"22 1","pages":"13-23"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48096380","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 : 2018-12-20DOI: 10.6092/ISSN.1825-8670/8672
Massimo Pomi
Why to read it again, today, the even brilliant pages on the role of master from the Spanish philosopher Maria Zambrano? Her undated reflections recall us to the persistent actuality of a crucial issue: how to give continuity to the western rationality in its philosophical and intellectual thickness over the time. In front of solutions devoid of historical memory to the huge problems related to the mass education, in view of the cultural and civil formation of the new generations, from these notes it is possible to articulate the essential issues of a topic that track down in master’s Idealtypus the indispensable player to attempt to convert loneliness, confusion, hopelessness and the stubborn silence of too many pupils into a brave search for sense. This moves from the questions posed by everyone and open to the obstinate “courage to exist”, indispensable for dealing with the future.
{"title":"Why Masters are Necessary. Upstream Considerations Starting from a María Zambrano’s Book","authors":"Massimo Pomi","doi":"10.6092/ISSN.1825-8670/8672","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/8672","url":null,"abstract":"Why to read it again, today, the even brilliant pages on the role of master from the Spanish philosopher Maria Zambrano? Her undated reflections recall us to the persistent actuality of a crucial issue: how to give continuity to the western rationality in its philosophical and intellectual thickness over the time. In front of solutions devoid of historical memory to the huge problems related to the mass education, in view of the cultural and civil formation of the new generations, from these notes it is possible to articulate the essential issues of a topic that track down in master’s Idealtypus the indispensable player to attempt to convert loneliness, confusion, hopelessness and the stubborn silence of too many pupils into a brave search for sense. This moves from the questions posed by everyone and open to the obstinate “courage to exist”, indispensable for dealing with the future.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"22 1","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47350985","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 : 2018-12-20DOI: 10.6092/issn.1825-8670/8698
Mattia Baiutti, A. Paolone
The paper analyzes the opinion of 113 high school teachers about a logbook used while one of their students was participating in an individual experience of international student mobility project. From the analysis of the data, gathered through focus groups, individual SWOT analysis and researcher’s diary, it emerges that according to teachers the writing of the logbook requires a deep reflection on the self and on the intercultural experience whilst the student is experiencing it. This reflection determines the development of self-awareness which is one of the key components of intercultural competence
{"title":"The Intercultural Educational Value of the Logbook During the Individual Experience of International Student Mobility: Teachers' Perspectives","authors":"Mattia Baiutti, A. Paolone","doi":"10.6092/issn.1825-8670/8698","DOIUrl":"https://doi.org/10.6092/issn.1825-8670/8698","url":null,"abstract":"The paper analyzes the opinion of 113 high school teachers about a logbook used while one of their students was participating in an individual experience of international student mobility project. From the analysis of the data, gathered through focus groups, individual SWOT analysis and researcher’s diary, it emerges that according to teachers the writing of the logbook requires a deep reflection on the self and on the intercultural experience whilst the student is experiencing it. This reflection determines the development of self-awareness which is one of the key components of intercultural competence","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"22 1","pages":"55-72"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47518514","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：