Formazione & insegnamento
ISSN: 2279-7505 | Published: 2020-09-30
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Title: The positive side: an inquiry into mind-wanderingùin tea-ching-learning situations
Abstract: The article addresses an overlooked topic in the field of educational sciences: teachers' experience about mind-wandering, and presents a study that analyzes the dynamics of the psychic phenomenon by a combination of a new methodology and Interpretative Phenomenological Analysis (IPA). First, we present the phenomenon of mind-wandering as a relevant object of study, then we suggest that it can play a positive role in teaching-learning activities. We aim to provide a richer picture of the process that is commonly under-stood as a shift in attention. Through the discussion based on real-life field study on seven primary and secondary Italian school teachers, we show how mind-wandering is a relevant psychological phenomenon, a space of exploration and reflection where teachers rethink completely their role with regard to the students, and reconsider their mental process engaged in planning their own work. Thanks to the proposed methodology, one can gain a deeper access to teachers' subjectivity, both as individuals absorbed in learning situations but also in their experiences, beliefs, images and social representations of mind-wandering that are connected to a specific cultural context, fieldwork, and activities of meaning construction.
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Title: Il lato positivo. Una ricerca sul mind-wandering nelle situazioni di insegnamento-apprendimento
Abstract: L'articolo affronta un argomento trascurato nel campo delle scienze della formazione, l'esperienza degli insegnanti del mind-wandering. Si propone lo studio delle dinamiche del fenomeno psichico con una nuova metodologia combinata all'Interpretative Phenomenical Analysis. Inizialmente, presentiamo l'oggetto di studio, il mind- wandering, e successivamente, vediamo come possa svolgere un ruolo positivo nelle attività di insegna-mento-apprendimento. Il nostro obiettivo è fornire un quadro approfondito di questo processo che viene comunemente inteso come uno spostamento dell'attenzione. Attraverso la discussione dello studio condotto nel contesto di vita reale di sette insegnanti italiani della scuola primaria e secondaria, mostriamo come il mind-wandering sia un fenomeno psicologico di rilievo, uno spazio di esplorazione e riflessione dove gli insegnanti ripensano il proprio ruolo nei confronti degli studenti, un processo mentale impegnato nella pianificazione del loro lavoro. Grazie alla metodologia proposta si ha un accesso immediato alla soggettività degli insegnanti in quanto individui assorbiti sia dalle situa-zioni di apprendimento sia dalle loro esperienze, credenze, immagini e rap-presentazioni sociali del mind-wandering che sono connesse ad uno specifico contesto culturale e lavorativo e all'attività di costruzione di significato.
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Title: Le côté positif: une enquête sur les situations de thé-ching-learning de la manie de l'esprit
Abstract: L'article aborde un sujet négligé dans le domaine des sciences de l'éducation: l'expérience des enseignants à l'égard de l'observation de l'esprit et présente une étude qui analyse la dynamique du phénomène psychique par une combinaison d'une nouvelle méthodologie et d'analyse phénoménologique interprétative (IPA).Tout d'abord, nous présentons le phénomène de l'attiminement de l'esprit comme un objet d'étude pertinent, alors nous suggérons qu'il peut jouer un rôle positif dans les activités d'enseignement d'apprentissage.Nous visons à fournir une image plus riche du processus qui est généralement sous la forme d'un changement d'attention.Grâce à la discussion basée sur une étude sur le terrain réelle sur sept professeurs d'écoles italiens primaires et secondaires, nous montrons comment l'empilement de l'esprit est un phénomène psychologique pertinent, un espace d'exploration et de réflexion où les enseignants repensent complètement leur rôle en ce qui concerne les élèves et reconsidérent leur processus mental engagé dans la planification de leur propre travail.Grâce à la méthodologie proposée, on peut accéder un accès plus profond à la subjectivité des enseignants, à la fois en tant qu'individus absorbés dans les situations d'apprentissage, mais aussi dans leurs expériences, croyances, images et représentations sociales de l'embarquement de l'esprit qui sont liées à un contexte culturel spécifique, un travail sur le terrain et des activités de construction de sens. (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: El lado positivo: una investigación sobre situaciones de té de té de porción de la mente
Abstract: El artículo aborda un tema pasado por alto en el campo de las ciencias educativas: la experiencia de los maestros sobre la deambulación mental, y presenta un estudio que analiza la dinámica del fenómeno psíquico mediante una combinación de una nueva metodología y análisis fenomenológico interpretativo (IPA).Primero, presentamos el fenómeno de la deambulación mental como un objeto de estudio relevante, luego sugerimos que puede desempeñar un papel positivo en las actividades de enseñanza-aprendizaje.Nuestro objetivo es proporcionar una imagen más rica del proceso que comúnmente se subraidan como un cambio de atención.A través de la discusión basada en el estudio de campo de la vida real sobre siete maestros de escuelas italianas primarias y secundarias, mostramos cómo la deambulación de la mente es un fenómeno psicológico relevante, un espacio de exploración y reflexión donde los maestros repensan completamente su papel con respecto a los estudiantes, y reconsideran su proceso mental comprometido en la planificación de su propio trabajo.Gracias a la metodología propuesta, uno puede obtener un acceso más profundo a la subjetividad de los maestros, tanto como individuos absorbidos en situaciones de aprendizaje, pero también en sus experiencias, creencias, imágenes y representaciones sociales de la deambulación mental que están conectadas a un contexto cultural específico, trabajo de campo y actividades de construcción de significado. (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: O lado positivo: uma investigação sobre situações de aprendizagem de chá para a mente
Abstract: O artigo aborda um tópico negligenciado no campo das ciências educacionais: a experiência dos professores sobre a atitude mental e apresenta um estudo que analisa a dinâmica do fenômeno psíquico por uma combinação de uma nova metodologia e análise fenomenológica interpretativa (IPA).Primeiro, apresentamos o fenômeno do acordado mental como um objeto de estudo relevante, então sugerimos que ele possa desempenhar um papel positivo nas atividades de ensino-aprendizagem.Nosso objetivo é fornecer uma imagem mais rica do processo que geralmente se resume como uma mudança de atenção.Através da discussão baseada no estudo de campo da vida real de sete professores de escolas italianas primárias e secundárias, mostramos como o acordado mental é um fenômeno psicológico relevante, um espaço de exploração e reflexão em que os professores repensam completamente seu papel em relação aos alunos e reconsiderar seu processo mental envolvido no planejamento de seu próprio trabalho.Graças à metodologia proposta, pode-se obter um acesso mais profundo à subjetividade dos professores, ambos como indivíduos absorvidos em situações de aprendizagem, mas também em suas experiências, crenças, imagens e representações sociais de aterrissagem mental que estão conectadas a um contexto cultural específico, trabalho de campo e atividades de significado de construção. (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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Whitehead, J., & McNiff, J. (2006). Action research: Living theory. Sage. 273 Nadia Dario, Luca Tateo Appendix 1 – Example of data analysis Original transcript Exploratory comments Emerging themes I: What do you think about this protocol? What happened to you during it? T1: Before starting, I thought it would be worse: of being under…(observation), you know, under…so judged as teachers by you …but then I noticed the students…they haven’t done anything differently from the daily routine. At the beginning, the first time I saw that they were a bit (nervous)…but then they were calmed down. (silence) T1: No, no, also today those who normally pay attention, did so… those who are usually distracted, didn’t behave differently…. And then there are those who didn’t insert (cotton) balls but there were many who were distracted. Katia’s perception of the protocol and interview. She stresses the idea attention-learning-performance and inattention-disorder-not learning. There is not difference between distraction and inattention. Mind-wandering is a form of distraction Teachers’ common idea: attention-learning-performance and inattentiondisorder-not learning. Referring to Mind wandering as a phenomenon to be reduced I: Could you explain me that? T1: For example, I kept an eye on F.D…he didn’t do anything. But he told me that he doesn’t understand the subject to begin with. Read F. D.’S interview Example of a student’s deliberate mind-wandering motivated by learning-teaching situation Elements in common between teachers and students’ narrations. Deliberate mind-wandering T1: Then, B. that he never hasn’t anything with him and always turns in not filling tests. He didn’t insert a cotton ball but he had to insert an entire bag because he didn’t pay attention at a single moment. at one… and I saw the others but they were normal then I don’t know if they were looking at the test but thinking to something else. Ah…Then there is M. R. who distracted also when he is drawing…You see him living in another world. T1: Then, B. who never does anything, turns in a blank sheet of paper. He didn’t insert a cotton ball while he should have inserted an entire bag because he didn’t pay attention for a single moment… not even one… and the others behaved normally, however I didn’t know if they were looking at the paper were thinking about something else. Ah…Then there is M. R. who is distracted even when he is drawing…You can see that he is living in his own world. She reflected on the necessity to give students more balls. She uses a common explanation: living in another world A methodological reflection on the necessity of giving more than three balls to each students Attribute to mind wandering the idea of “living in another world” I: Did you happen to think about something else? T1: Yes, while they were doing the test, I was thinking about the work with the mechanics course, so I wasn’t paying attention…paying attention on them. But, if I can say, when we attend a training course… Some courses are so boring…I wander…So, everyone wanders with his mind. I: What about today? T1: Yes, because I was thinking of how to organize the lesson with the students in mechanics’ class and, I wasn’t concentrating on them. When I call on them, no… because I write down what they say and the mistakes they make. I can’t stop them because otherwise they lose the train of thought and so, I wait for the end of the interview and I tell them what mistakes they have made. She associates MW with other life events: Teachers’ Refresher Courses and Sunday Mass. This teacher has a deliberate mind-wandering, during these events. Boredom and repetitive activities generate mindwandering episodes and in particular deliberate MW. 274 Nadia Dario, Luca Tateo Original transcript Exploratory comments Emerging themes I: Do you ever happen to have any? T1: Yes many…during Mass… but during the sermon, I mean… the first five minutes, maybe yes (referring to her attention span) …, then it is interesting maybe even ten minutes otherwise… I have many (referring to MW). I: Is there a recurring mind-wandering? T1: Ah…when I put in in my head to do a chore at home, I keep hearing a voice that every second says to me: “Katia, you must do that chore …but I swear… A times I invent chores like for two consecutive times, I have renovated the house window, I mean, it a men’s job. In such a hard job, but if I put it into my head to do something…I may be talking to you but I’m really thinking about that job. It is like when you wake up in the morning and a tune pops into your head and it stays there the whole day long. I: Does it happen at school? T1: No, because i have one lesson after another I: When you have a mind-wandering episode? Do you know where you are? Do you know what’s happing around you? T1: In my case, for instance, it happens while ironing and then I start thinking and then I really find myself somewhere else. I’m in the basement ironing…It’s just me and Lilly (her dog) but if the bell rings, I don’t ever hear it. Perhaps, when I was listening to the sermons, I didn’t notice if the lady next to me, turned or you look but you only see the emptiness…You look into the emptiness… A personal issue or purpose generate recursive mind-wandering. T1 refers that MW is not common for a teacher in particular because he is always involved in activities without restless. She fixed the emptiness Recursive mind wandering is generated by personal issue. Fixation: sign of MW I: Were you aware of looking in the emptiness? Yes, I’m starring at the emptiness but If you asked me what kind of coat was the woman in front wearing, I wouldn’t know how to answer. In that moment I wasn’t attentive. But it is normal, isn’t it? I: Were you aware that you were looking into the emptiness? T1: Yes, I was looking at people but if you asked me what kind of coat the woman in front was wearing, I wouldn’t have known what to answer. In that moment I wasn’t attentive… But it is quite normal, isn’t it? Mind-wandering is an example of absentminded person when he lost the perception of what is doing. Maladaptive mind-wandering I: In your opinion, do you think there is an emotion that has triggered this thought? T1: Yes, yes I: Maybe the Mass? T1: Certainly not the Mass. It happened in a period in which I was having some serious problems, and I remember this scene: “I was at the supermarket, at the fish counter and I was looking towards the exit… at the supermarket…and I saw …Then I knew that there were things around me but I was focusing on the supermarket floor and I saw this huge floor that was making me anxious…but something serious had happened at home… so it was some stuff at home, then, I had a terrible feeling, this feeling of just being overwhelmed by things around me. ..I felt that big (she indicates the small size with her hands).. Surrounding by these enormous tiles…it didn’t last long…I perceived a sense of powerlessness, of helplessness...I mean, it was strange because I always have everything under control…(for me) the glass is always half full but at that moment I was beginning to see it half empty. Because a number of important had piled up…I was scared…at least a little The teacher has a state of feeling and mind-wandering prepared the reaction. Mind-wandering prepared the affective reaction. 275 Nadia Dario, Luca Tateo Original transcript Exploratory comments Emerging themes I: Are you at ease during your mind-wanderings? T1: Yes, I think about beautiful, funny and nice things that happen in my family…on my part I’m a positive person, so it is unlikely that I feel down but there can be some moments… I: Do you think it happened while you were more active/engaged or more tired/bored? T1. When I’m tired…Yes, when I’m tired. This teacher has positive recursive mind-wanderings, not negative. Recursive mind-wandering don’t correspond to unhappiness. I: Did you happen to think about something else? T1: Yes, while they were doing the test, I was thinking about the work with the mechanics’ course, so I wasn’t paying attention…paying attention on them. But, if I can say, when we attend a training course… Some courses are so boring…I wander…So, everyone wanders with his mind. I: What about today? T1: Yes, because I was thinking of how to organize the lesson with the students in mechanics’ class and, I wasn’t concentrating on them. When I call on them, no… because I write down what they say and the mistakes they make. I can’t stop them because otherwise they lose the train of thought and so, I wait for the end of the interview and I tell them what mistakes they have made. T1: Other times, I’m giving a lecture and I think that maybe would be better to do in this manner…because maybe… they’ll enjoy more if they do it this way…yes, yes… I: In this case, today, while you imagined, you imagined in words or pictures? T1: Imagines, imagines, I could already see the students divided into groups and I was thinking about who to play where, what they had to do…I saw the people .. I saw the actual people. T1, during mind-wandering, plans new activities and reflects on the results of her actions on students’ behaviors. She imagined in pictures. Mind-wandering is a psychic phenomenon that permits to planning future actions. Mind-wandering occurs with different modalities. I: Did you also see yourself? T1: No, but I knew I was there. I didn’t see myself but I knew I was there and I communicated with them. And It was also clear (she knows) what behavior they could had had, the answers and what I must say when they behave that way because I know them and I know their reaction is going to be and so I also prepared my answers in advance. I: Look, were the pictures that you saw static or in movement? T1: In movement because I ordered them to come away from their desk…queue up…not everybody. only those that I intended to call were moving. The other were only silhouettes that I couldn’t see. I only saw those that I knew they were moving and then the others as a whole but not as single persons. I: What did you see? T1: I saw the class. I’ll call the seven most talented students and they’ll pull out the names in order to… to form the team… the team order … and then they’ll call the names…they’ll choose the team and names and I know almost certainly who’ll choose and who ‘ll be left behind and …so I communicate with the seven students I have picked…the others were a group from which to choose. […] I: When did this thought over? When I have divided them up in groups and they have started to work. Again, T1 plans new activities and reflects on the results of her actions on students’ behaviors. She makes use of imagination for reality testing. So MW works with factual, counterfactual, hypothetical and with multimodal (image, concept, movement, etc.). 276