Formazione & insegnamento
ISSN: 2279-7505 | Published: 2019-12-31
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Title: Conflating contrasting needs: Introducing a model for designing teacher research in sub-optimal educational contexts
Abstract: This paper tackles the issue of teacher researchers by offering a model for the design of teacher-led inquiries that meets both the theoretical and the practical requirements of scientific research in educational settings. Part 1 focuses on teachers' reluctance to undertake academic research during the course of their working year. Two practical reasons are identified, which explain teachers' lack of involvement with scientific investigations: excessive demands on behalf of policymakers and limited availability of resources. Part 2 moves on to the theoretical level and identifies two beliefs about knowledge that are culturally widespread, and which limit the academia's ability to embrace everyday workplace experiences as a type of scientifically informing educational practice. Drawing on Damiano (2015), the epistemological legitimacy of teachers' experiences is thus redrafted. Part 3 introduces a model for designing research activities in educational settings, so that no supplementary time or resources is required to pursue scientific goals, despite the manifold constraints of teachers' everyday work. The chief example described in this paper focuses on early school leaving and the possibility to convert an ordinary career day into an investigation based on visual ethnography, which aims to empower students at risk. Said case is rendered with a diagram, which constitutes a useful tool for designing research according to the model's guidelines. Finally, Part 4 assesses the viability of the model against a framework conceived for the meta-evaluation of evaluative practices.
Keywords: Educational Management; Epistemology; Qualitative Research; Teacher Research; Teacher Training
Title: Unire bisogni contrastanti: Introduzione di un modello per la progettazione di attività di ricerca da parte dei docenti in un contesto educativo sub-ottimale
Abstract: Questo articolo affronta la questione degli insegnanti-ricercatori proponendo un modello per la progettazione di indagini condotte dai docenti che soddisfino sia i criteri teorici che quelli pratici della ricerca scientifica svolta in contesti educativi. La Parte 1 si concentra sulla riluttanza dei docenti a intraprendere attività di ricerca accademica durante l'anno lavorativo. Sono identificate due ragioni pratiche per questo, che spiegano la mancanza di coinvolgimento del corpo docente: richieste esose da parte dei governanti [policymakers] e mancanza di risorse. La Parte 2 procede a livello teorico e identifica due convinzioni [beliefs] riguardo alla conoscenza che godono di ampia diffusione in diverse culture e che limitano la capacità, da parte dell'Accademia, di accettare che le pratiche quotidiane del corpo docente abbiano dignità di conoscenza scientifica. Seguendo l'ispirazione di Damiano (2015), la sezione ridefinisce la legittimità epistemologica dell'azione docente. La Parte 3 introduce un modello inteso a facilitare la pianificazione di attività di ricerca in contesti educativi, in modo tale che non siano necessari tempo e risorse addizionali; attraverso tali attività investigative, i docenti saranno in grado di condurre ricerca senza sottostare ai comuni ostacoli tipici della loro giornata lavorativa. L'esempio principale si concentra sull'abbandono scolastico e la possibilità di convertire una giornata dell'orientamento in un'indagine condotta per mezzo dell'etnografia visiva – la quale ha l'effetto di potenziare [empower] gli studenti a rischio. Tale caso è riassunto in forma grafica, in modo da fornire un ulteriore strumento per la pianificazione di attività analoghe. Infine, la Parte 4 valuta la credibilità del modello proposto, usando come mezzo di contrasto un quadro di riferimento [framework] concepito per la meta-valutazione delle pratiche valutative.
Keywords: Dirigenza Scolastica; Epistemologia; Formazione dei Formatori; Insegnante Ricercatore; Ricerca Qualitativa
Title: Confondre des besoins contrastés: introduire un modèle pour concevoir la recherche sur les enseignants dans des contextes éducatifs sous-optimaux
Abstract: Cet article aborde la question des chercheurs d'enseignants en offrant un modèle pour la conception de demandes de renseignements dirigés par les enseignants qui répondent à la fois aux exigences théoriques et pratiques de la recherche scientifique en milieu éducatif.La partie 1 se concentre sur la réticence des enseignants à entreprendre des recherches académiques au cours de leur année de travail.Deux raisons pratiques sont identifiées, qui expliquent le manque de participation des enseignants à des enquêtes scientifiques: les demandes excessives au nom des décideurs politiques et la disponibilité limitée des ressources.La partie 2 passe au niveau théorique et identifie deux croyances sur les connaissances qui sont culturellement répandues, et qui limitent la capacité du monde universitaire à adopter les expériences quotidiennes en milieu de travail comme un type d'informant scientifiquement la pratique éducative.S'appuyant sur Damiano (2015), la légitimité épistémologique des expériences des enseignants est ainsi redéattante.La partie 3 présente un modèle de conception d'activités de recherche en milieu éducatif, de sorte qu'aucun temps ou ressources supplémentaires n'est nécessaire pour poursuivre des objectifs scientifiques, malgré les multiples contraintes du travail quotidien des enseignants.L'exemple principal décrit dans cet article se concentre sur la départ des premiers scolaires et la possibilité de convertir une journée de carrière ordinaire en une enquête basée sur l'ethnographie visuelle, qui vise à permettre aux étudiants en danger.Ledit cas est rendu avec un diagramme, qui constitue un outil utile pour concevoir la recherche conformément aux directives du modèle.Enfin, la partie 4 évalue la viabilité du modèle contre un cadre conçu pour la méta-évaluation des pratiques d'évaluation. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Gestion de l'éducation;Épistémologie;Recherche qualitative;Recherche des enseignants;Formation des enseignants
Title: Confluir necesidades contrastantes: Introducción de un modelo para el diseño de investigaciones docentes en contextos educativos subóptimos
Abstract: Este artículo aborda el tema de los docentes-investigadores proponiendo un modelo para el diseño de investigaciones lideradas por profesores que satisfagan tanto los criterios teóricos como prácticos de la investigación científica llevada a cabo en contextos educativos. La Parte 1 se centra en la reticencia de los profesores a emprender investigaciones académicas durante el año laboral. Se identifican dos razones prácticas para esto, que explican la falta de involucramiento del cuerpo docente: demandas excesivas por parte de los formuladores de políticas y la falta de recursos. La Parte 2 avanza a nivel teórico e identifica dos creencias sobre el conocimiento que son ampliamente aceptadas en diferentes culturas y que limitan la capacidad de la academia para reconocer las experiencias diarias en el lugar de trabajo como una forma de práctica educativa informada científicamente. Inspirándose en Damiano (2015), se redefine la legitimidad epistemológica de las experiencias docentes. La Parte 3 introduce un modelo para diseñar actividades de investigación en contextos educativos, de tal manera que no se requiera tiempo ni recursos adicionales; a través de estas actividades investigativas, los profesores serán capaces de llevar a cabo investigaciones sin sucumbir a los obstáculos comunes de su jornada laboral. El ejemplo principal se centra en el abandono escolar temprano y la posibilidad de convertir un día de orientación profesional en una investigación realizada mediante etnografía visual, lo cual tiene el efecto de empoderar a los estudiantes en riesgo. Dicho caso se resume en forma gráfica, proporcionando una herramienta adicional para la planificación de actividades similares. Finalmente, la Parte 4 evalúa la viabilidad del modelo propuesto, utilizando como contraste un marco diseñado para la metaevaluación de prácticas evaluativas.
Keywords: Epistemología; Formación Docente; Gestión Educativa; Investigación Cualitativa; Investigación Docente
Title: Conciliando necessidades contrastantes: Introdução de um modelo para o design de pesquisas docentes em contextos educacionais subótimos
Abstract: Este artigo aborda a questão dos professores-pesquisadores propondo um modelo para o design de investigações conduzidas por docentes que satisfaçam tanto os critérios teóricos quanto os práticos da pesquisa científica realizada em contextos educacionais. A Parte 1 foca na relutância dos professores em empreender pesquisas acadêmicas durante o ano de trabalho. Duas razões práticas são identificadas, que explicam a falta de envolvimento do corpo docente: demandas excessivas por parte dos formuladores de políticas e limitação de recursos. A Parte 2 avança para o nível teórico e identifica duas crenças sobre o conhecimento que são amplamente difundidas em diferentes culturas e que limitam a capacidade da academia de aceitar que as experiências cotidianas no local de trabalho sejam uma forma de prática educacional informada cientificamente. Com base em Damiano (2015), a legitimidade epistemológica das experiências dos professores é, assim, redefinida. A Parte 3 introduz um modelo para projetar atividades de pesquisa em contextos educacionais, de modo que não sejam necessários tempo e recursos adicionais; por meio dessas atividades investigativas, os professores serão capazes de conduzir pesquisa sem sucumbir aos obstáculos comuns do seu dia de trabalho. O principal exemplo descrito neste artigo foca na evasão escolar precoce e na possibilidade de converter um dia de orientação profissional em uma investigação baseada em etnografia visual, que visa empoderar estudantes em risco. Esse caso é apresentado em diagrama, constituindo uma ferramenta útil para projetar pesquisas de acordo com as diretrizes do modelo. Finalmente, a Parte 4 avalia a viabilidade do modelo proposto, usando como contraponto um quadro concebido para a meta-avaliação de práticas avaliativas.
Keywords: Epistemologia; Formação de Professores; Gestão Educacional; Pesquisa Docente; Pesquisa Qualitativa
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