Formazione & insegnamento
ISSN: 2279-7505 | Published: 2017-03-31
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Title: Tutorship and peer roles in in-service teachers and educators professional development
Abstract: Recent debates on continuing professional development for educators and teachers highlight a "new culture" regarding professionalization, attentive to lifelong learning and the changes which "actions, actors and contexts" are constantly subjected to (Pirard, Barbier, 2012). If, on the one hand, international research shows a faceted and sometimes "fragmented" landscape made up of actions, investments and policies related to educational settings, on the other there is increasing interest in significant and "promising" factors that promote the implementation of "good practices" and in-service training models. In preschools in particular", "the [basic, in-service] professional qualification and the continuing professional development opportunities are often not in line with uniform standards" (Pirard, Barbier 2012, p. 1). This raises questions aboutthe possibility for improving professional development opportunities in terms of sustainability and updating skills throughout the teachers' professional lives. In this article, we highlight some in-service professional development models, focusing on the role of tutorship and peer learning, their different meanings within the international context, how peer learning models are practiced and how they could be implemented with a view to promoting lifelong trainingopportunities for educators and teachers.
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Title: Tutorship e ruolo dei pari nella formazione in servizio di educatori e insegnanti
Abstract: I più recenti dibattiti sulla formazione professionale continua di educatori e insegnanti mettono in luce una "nuova cultura" della professionalizzazione, attenta all'apprendimento permanente e ai cambiamenti a cui «azioni, attori e contesti» sono costantemente sottoposti (Pirard, Barbier, 2012). Se da un lato la ricerca internazionale mostra un panorama sfaccettato e talora "frammentato" di azioni, investimenti e politiche legate ai contesti educativi, dall'altro lato ècrescente l'interesse verso fattori significativi e "promettenti" che favoriscono l'implementazione di "buone pratiche" e modelli di formazione in servizio. Nei servizi per l'infanzia, in particolare, «le qualifiche professionali e le opportunità di formazione [di base e in servizio] spesso non sono allineati a standard uniformi» (Pirard, Barbier, 2012, p. 1) e questo porta ad interrogarsisulle possibilità di migliorare le opportunità di formazione, in un'ottica di sostenibilità e rinnovamento delle competenze lungo tutto l'arco della vita professionale degli operatori.Nell'articolo porremo l'accento su alcuni modelli di formazione in servizio, focalizzandoci sul ruolo della tutorship e dell'apprendimento tra pari, sulle diverse accezioni con cui essi vengono intesi in contesto internazionale, sui modi in cui modelli di peer-learning sono praticati e potrebbero essere implementati nell'ottica della promozione di occasioni di formazione continua di educatori e insegnanti.
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Title: Tutelle et rôle des pairs dans la formation des éducateurs et des enseignants en service
Abstract: Les débats les plus récents sur la formation professionnelle continue des éducateurs et des enseignants mettent en évidence une «nouvelle culture» de professionnalisation, attentive à l'apprentissage permanent et aux changements auxquels «les actions, les acteurs et les contextes» sont constamment soumis (Pirard, Barbier, 2012).Si, d'une part, la recherche internationale montre un panorama des actions, des investissements et des politiques à multiples facettes et parfois "fragmentés", "en revanche, les facteurs importants et "prometteurs" favorisent la mise en œuvre de "bonnes pratiques" et de modèles de formation au service.Dans les services pour enfants, en particulier", "les qualifications professionnelles et les opportunités de formation [de base et en service] ne sont souvent pas alignées sur les normes uniformes" (Pirard, Barbier, 2012, p. 1), ce qui conduit à des possibilités d'interrogatoire pour améliorer les opportunités de formation, en vue de la durabilité et du renouvellement des compétences tout au long de la vie professionnelle des opérateurs. Service, en se concentrant sur le rôle de la tume partie et du commerce entre les pairs, sur les différentes significations avec lesquelles ils sont compris dans un contexte international, sur les façons dont les modèles d'apprentissage par les pairs sont pratiqués et pourraient être mis en œuvre en vue de promouvoir des possibilités de formation continue pour les éducateurs et les enseignants. (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: Tutoría y papel de sus compañeros en la capacitación de educadores y maestros en el servicio
Abstract: Los debates más recientes sobre la capacitación profesional continua de educadores y maestros destacan una "nueva cultura" de profesionalización, atentos al aprendizaje permanente y cambios a los que se someten constantemente las "acciones, actores y contextos" (Pirard, Barbier, 2012).Si, por un lado, la investigación internacional muestra un panorama multifacético y a veces "fragmentado" de acciones, inversiones y políticas relacionadas con contextos educativos, por otro lado, es el interés en factores significativos y "prometedores" que favorecen la implementación de "buenas prácticas" y modelos de capacitación en el servicio.En los servicios infantiles, en particular", "las calificaciones profesionales y las oportunidades de capacitación [básicas y de servicio] a menudo no están alineadas con los estándares uniformes" (Pirard, Barbier, 2012, p. 1) y esto conduce a posibilidades de interrogatorio para mejorar las oportunidades de capacitación, con el fin de la sostenibilidad y la renovación de las habilidades a lo largo de la vida profesional de los operadores. Servicio, centrándose en el papel de la tutoría y el comercio entre pares, en los diferentes significados con los que se entienden en un contexto internacional, en las formas en que se practican los modelos de aprendizaje por pares y podrían implementarse con el fin de promover oportunidades de capacitación continua para educadores y maestros. (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: Tutoria e papel dos colegas no treinamento de educadores e professores em serviço
Abstract: Os debates mais recentes sobre treinamento profissional contínuo de educadores e professores destacam uma "nova cultura" de profissionalização, atenta ao aprendizado permanente e a mudanças nas quais "ações, atores e contextos" são constantemente submetidos (Pirard, Barbier, 2012).Se, por um lado, pesquisas internacionais mostram um panorama multifacetado e às vezes "fragmentado" de ações, investimentos e políticas relacionadas a contextos educacionais, por outro lado, é o interesse em fatores significativos e "promissores" que favorecem a implementação de "boas práticas" e modelos de treinamento em serviço.Nos serviços infantis, em particular", "qualificações profissionais e oportunidades de treinamento [básico e de plantão] geralmente não estão alinhadas com padrões uniformes" (Pirard, Barbier, 2012, p. 1) e isso leva a possibilidades de interrogatório para melhorar as oportunidades de treinamento, com o objetivo de sustentar e renovar a vida profissional das operadoras. Serviço, com foco no papel de tutoria e negociação entre pares, nos diferentes significados com os quais são entendidos em um contexto internacional, sobre as maneiras pelas quais os modelos de aprendizado de pares são praticados e podem ser implementados com o objetivo de promover oportunidades de treinamento contínuas para educadores e professores. (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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