Formazione & insegnamento
ISSN: 2279-7505 | Published: 2016-12-31
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Title: Introductory Essay: Promoting and supporting the methodological skills of teachers and trainers for the successful of the teaching and the quality of the training
Abstract: The aim of this paper is to focus on the issue of methodological skills as strategic components of the development of teachers and trainers "professionalism". It provides an opportunity to reflect on the way of thinking about all the instrumental and technical skills necessary to the teacher and trainer to face problems, emerging educational needs and challenges in the exercise of their profession. With the orchestration of an integrated set of knowledges, skills, attitudes and postures that appear both in performances and their reflection, this kind of skills pass through the professional substrateof education and training professionals including in that "teaching" domain referring to the cognitive, affective, motivational, managerial capabilities as well as to the scientific habitus and "methodological thinking" of those who, with a certain freedom of action, work towards targets and skills.These professionals use specific guidelines that lead them to read, interpret and understand everything that happens in the training process and to improve decision-making, led by those "winds of science" that accompany them towards an "organized and thoughtful making". So teaching, defined in its methodological properties, becomes "scientific" in the sense that the teacher and the trainer take as a reference and introject the scientific methods, typical of the investigating scientist. Such methods for Dewey (1940) allow to work more effectively and with the best conditions as well as to refine practices with the help of research, taking control of teaching and guiding learning to developsystems and action plans in order to achieve the objectives defined assuming that modifying an item may cause or change other elements within the system itself.
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Title: Saggio introduttivo: Promuovere e sostenere le competenze metodologiche di insegnanti e formatori per la riuscita dell'insegnamento e la qualità della formazione
Abstract: L'obiettivo del presente contributo è quello di mettere a fuoco la questione delle competenze metodologiche, intese come componenti strategiche dello sviluppo delle "professionalità" di insegnanti e formatori. Esso offre l'opportunità di riflettere sul modo di pensare al complesso delle capacità strumentali e tecniche essenziali all'insegnante e al formatore per riuscire ad affrontare problemi,esigenze e sfide pedagogiche emergenti nell'esercizio della propria professione. Con l'orchestrazione di un insieme integrato di conoscenze, abilità, posture e atteggiamenti, che si manifestano sia nelle prestazioni sia nella riflessione su queste ultime, tali generi di competenze attraversano trasversalmente il sostrato professionale dei professionisti dell'istruzione e della formazione rientrando in quel dominio "didattico" che si riferisce alle capacità cognitive, affettive, motivazionali, gestionali, nonché all'habitus scientifico e al "pensiero metodologico" di coloro che, con una certa libertà d'azione, lavorano per obiettivi e competenze, utilizzando specifici orientamenti che li conducanoa leggere, interpretare e comprendere tutto ciò che accade nel processo di formazione e a migliorare i processi decisionali, guidati da quei "venti della scienza" che li accompagnano verso un "fare organizzato e riflessivo". Così l'insegnamento, definito nelle sue proprietà metodologiche, diventa"scientifico", "nel senso che l'insegnante e il formatore assumono a riferimento e introiettano i metodi scientifici, tipici dello scienziato che indaga, i quali consentono di lavorare "colla maggiore efficacia e nelle migliori condizioni" (Dewey, 1940) e di affinare le pratiche con l'aiuto della ricerca, assumendo la direzione dell'insegnamento e guidando quella dell'apprendimento per svilupparesistemi e piani di azione per il raggiungimento di obiettivi definiti nella convinzione che la modifica di un elemento possa causare o cambiare altri elementi all'interno del sistema stesso.
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Title: Essai d'introduction: promouvoir et soutenir les compétences méthodologiques des enseignants et des formateurs pour la réussite de l'enseignement et la qualité de la formation
Abstract: Le but de cette contribution est de se concentrer sur la question des compétences méthodologiques, destiné à des composantes stratégiques du développement du «professionnalisme» des enseignants et des formateurs.Il offre la possibilité de réfléchir à la façon de penser le complexe des compétences instrumentales et techniques de l'enseignant et du formateur pour être en mesure de faire face à des problèmes, des besoins et des défis pédagogiques émergeant dans l'exercice de leur profession.With the orchestration of an integrated set of knowledge, skills, postures and attitudes, which manifest themselves both in performance and in the reflection on the latter, these genres of skills transversely cross the professional substratum of education and training professionals by falling into that "didactic" domain that refers to cognitive, emotional, motivational, management skills, as well as to the "methodological thought" With a certain freedom of action, they work for objectives and skills, using specific Des lignes directrices qui les amènent à lire, interpréter et comprendre tout ce qui se passe dans le processus de formation et à améliorer les processus de prise de décision, dirigés par ces "vents de science" qui les accompagnent vers "organisé et fait de manière réfléchie".Ainsi, l'enseignement, défini dans ses propriétés méthodologiques, devient «scientifique», dans le sens où l'enseignant et le formateur assument en référence et introjectez les méthodes scientifiques, typiques du scientifique qui étudie, qui permettent de travailler "avec la plus grande efficacité et dans les meilleures conditions" (Dewey, 1940) et de raffiner l'apprentissage pour le développement de la recherche, la réalisation de la gestion de l'enseignement et du guidage et de l'apprentissage pour l'apprentissage pour le développement de la recherche, la réalisation de la gestion de l'enseignement et du guidage et de l'apprentissage pour l'apprentissage et les plans de la recherche, à réaliser les objets défini dans la croyance que la modification d'un élément peut provoquer ou modifier d'autres éléments au sein du système lui-même. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Ensayo introductorio: para promover y apoyar las habilidades metodológicas de los maestros y entrenadores para el éxito de la enseñanza y la calidad de la capacitación
Abstract: El objetivo de esta contribución es centrarse en la cuestión de las habilidades metodológicas, destinadas como componentes estratégicos del desarrollo del "profesionalismo" de los maestros y entrenadores.Ofrece la oportunidad de reflexionar sobre la forma de pensar en el complejo de las habilidades instrumentales y técnicas del maestro y el entrenador para poder enfrentar problemas, necesidades y desafíos pedagógicos que surgen en el ejercicio de su profesión.With the orchestration of an integrated set of knowledge, skills, postures and attitudes, which manifest themselves both in performance and in the reflection on the latter, these genres of skills transversely cross the professional substratum of education and training professionals by falling into that "didactic" domain that refers to cognitive, emotional, motivational, management skills, as well as to the "methodological thought" With a certain freedom of action, they work for objectives and skills, using specific Directrices que los llevan a leer, interpretar y comprender todo lo que sucede en el proceso de capacitación y mejorar los procesos de toma de decisiones, liderados por esos "vientos de la ciencia" que los acompañan hacia "organizados y reflexivamente".Thus the teaching, defined in its methodological properties, becomes "scientific", "in the sense that the teacher and the trainer assume in reference and introject the scientific methods, typical of the scientist who investigates, who allow to work "with the greatest effectiveness and in the best conditions" (Dewey, 1940) and to refine the practices with the help of the research, taking on the management of teaching and guiding that of learning for learning for learning Developing and action plans to achieve objectives definido en la creencia de que la modificación de un elemento puede causar o cambiar otros elementos dentro del sistema mismo. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Ensaio introdutório: para promover e apoiar as habilidades metodológicas de professores e treinadores para o sucesso do ensino e a qualidade do treinamento
Abstract: O objetivo dessa contribuição é focar na questão das habilidades metodológicas, destinadas a componentes estratégicos do desenvolvimento do "profissionalismo" de professores e treinadores.Ele oferece a oportunidade de refletir sobre a maneira de pensar sobre o complexo das habilidades instrumentais e técnicas do professor e do treinador para poder enfrentar problemas, necessidades e desafios pedagógicos que surgem no exercício de sua profissão.With the orchestration of an integrated set of knowledge, skills, postures and attitudes, which manifest themselves both in performance and in the reflection on the latter, these genres of skills transversely cross the professional substratum of education and training professionals by falling into that "didactic" domain that refers to cognitive, emotional, motivational, management skills, as well as to the "methodological thought" With a certain freedom of action, they work for objectives and skills, using specific Diretrizes que os levam a ler, interpretar e entender tudo o que acontece no processo de treinamento e a melhorar os processos de tomada de decisão, liderados por aqueles "ventos da ciência" que os acompanham para "organizar e refletir".Thus the teaching, defined in its methodological properties, becomes "scientific", "in the sense that the teacher and the trainer assume in reference and introject the scientific methods, typical of the scientist who investigates, who allow to work "with the greatest effectiveness and in the best conditions" (Dewey, 1940) and to refine the practices with the help of the research, taking on the management of teaching and guiding that of learning for learning for learning Developing and action plans to achieve Objetivos definidos na crença de que a modificação de um elemento pode causar ou alterar outros elementos dentro do próprio sistema. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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