A self-direct guidance device for educational professions
Journal Title: EDUCATIONAL REFLECTIVE PRACTICES 
Author/s: Paolo Federighi, Giovanna del Gobbo, Daniela Frison 
Year:  2021 Issue: Language: Italian 
Pages:  15 Pg. 22-36 FullText PDF:  0 KB
DOI:  10.3280/erpoa1-2021oa11488
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 

 
Open Access article
Click here to read the article.



Within the POT “Super” project, the University of Florence has designed and applied a self-directed guidance device addressed to Secondary Schools students, to support an aware university choice based on prefigurations and professional attitudes. The alignment with the learning outcomes framework produces by Teco D Pedagogy research facilitated a connection between the guidance device and the degree course, along the same professionalization trajectory, also linking the MIUR Guidelines for the design of Pathways for Transversal Skills and for Orientation (PCTO).The contribution offers a description of the device and the implementation protocol and highlights some dimensions of the POT Project that appeared to be innovative and potentially capable of producing positive impact on guidance models in Higher Education.
Keywords: self-directed guidance, guidance, secondary school

  1. Arnkil, R., Spangar, T., & Vuorinen, R. (2017). Practitioner’s Toolkit for PES Building Career Guidance and Lifelong Learning. Luxembourg: European Commission.
  2. Boffo, V., Fedeli, M., Melacarne, C., Lo Presti, F., & Vianello, M. (2017). Teaching and Learning for Employability: New Strategies in Higher Education. Milan-Turin: Pearson.
  3. Boffo, V., & Fedeli, M. (2018). Employability & Competences. Innovative Curricula for New Professions. Firenze: Firenze University Press.
  4. Boffo, V. (2020). Sostenere l’Employability dei giovani adulti: il Career Service in Alta Formazione. LLL, 16(35), pp. 56-70.
  5. Brookfield, S.D. (1985). Self-directed Learning. From Theory to Practice. San Francisco: Jossey Bass.
  6. Caffarella, R. S. (1993). Self-Directed Learning. In S.B. Merriam, An update on Adult Learning Theory. San Francisco: Jossey Bass.
  7. Cappuccio, G., & La Marca, A. (2020). Qualità della didattica universitaria e sviluppo della capacità decisionale. Il modello ADVP per garantire i passaggi da L-19 a LM-85bis. LLL, 16(35), pp. 37-55.
  8. Del Gobbo, G. (2020). Istruzione, formazione, lavoro: scenari complessi. LLL, 16(35), pp. 1-6.
  9. European Lifelong Guidance Policy Network (ELGPN) (2015). The Guidelines for policies and systems development of lifelong guidance: A reference framework for the EU and the Commission. Jyvaskyla, Finland: ELGPB.
  10. Fabbri, L., & Rossi, B. (2008). Cultura del lavoro e formazione universitaria. Milano: FrancoAngeli.
  11. Grier-Reed, T., & Ganuza, Z. (2012). Using Constructivist Career Development to Improve Career Decision Self-Efficacy in TRiO Students. Journal of College Student Development, 53(3), pp. 464-471.
  12. Härtel, P., & Marterer, M. (2018). Skills and Competence Requirements for Career Starters. -- Online https://stvg.at/wp-content/uploads/2019/03/19_01_Conference_Paper_Marterer_H%C3%A4rtel_FINAL.pdf.
  13. Hooley, T. (2014). The Evidence Base On Lifelong Guidance (Extended Summary). Jyväskylä, Finland: European Lifelong Guidance Policy Network.
  14. Hoskins, S., & Mitchell, J. (2015). Research-based learning, taking it a step further. York: HEA.
  15. Lane, J., Lane, A. M., & Kyprianou, A. (2004). Self-efficacy, self-esteem and their impact on academic performance. Social Behavior and Personality: an international journal, 32(3), pp. 247-256.
  16. Lohman, M. (2002). Cultivating problem-solving skills through problem-based approaches to professional development. Human Resource Development Quarterly, 13(3), p. 243.
  17. McMahon, M., Patton, W., & Tatham, P. (2003). Managing life, learning and work in the 21st Century. Subiaco, WA: Miles Morgan Australia.
  18. Mezirow, J. (1985). A critical theory of self-directed learning. New directions for continuing education, 25, pp. 17-30.
  19. Moon, J. A. (2004). Reflection and employability. York: LTSN Generic Centre.
  20. Musset, P., & Kureková, L. M. (2018). Working it out: career guidance and employer engagement. OECD Education Working Paper No. 175. Paris: OECD Publishing.
  21. Organisation for Economic Co-operation and Development (OECD) (2014). Education at a Glance 2014: OECD Indicators. Paris: OECD Publishing.
  22. Organisation for Economic Co-operation and Development (OECD) (2017). Youth Aspirations and the Reality of Jobs in Developing Countries: Mind the Gap, Development Centre Studies. Paris: OECD Publishing.
  23. Osterwalder, A., & Pigneur, Y. (2010). Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers. , DOI: 10.1523/JNEUROSCI.0307-10.2010
  24. Patterson, C., Crooks, D., & Lunyk-Child, O. (2002). A new perspective on competencies for self-directed learning. Journal of Nursing Education, 41(1), pp. 25-31.
  25. Patton, W. (2001). Career education: What we know, what we need to know. Australian Journal of Career Development, 10, pp. 13-19.
  26. Ponti, M. (2014) Self-directed learning and guidance in non-formal open courses. Learning, Media and Technology, 39(2), pp. 154-168.
  27. Prince, M., & Felder, R. (2007). The many faces of inductive teaching and learning. Journal of college science teaching, 36(5), p. 14.
  28. Quality Assurance Agency for Higher Education. (2009). Personal development planning: guidance for institutional policy and practice in higher education. -- Online https://www.qaa.ac.uk/docs/qaas/enhancement-and-development/pdp-guidance-for-institutional-policy-and-practice.pdf?sfvrsn=4145f581_8.
  29. Strivens, J., & Ward, R. (2010). An overview of the development of Personal Development Planning (PDP) and e-Portfolio practice in UK higher education. Journal of Learning Development in Higher Education, 2010, pp. 1-23. -- Online http://journal.aldinhe.ac.uk/index.php/jldhe/article/view/114.
  30. Tammaro, R., Iannotta, I. S., & Ferrantino, C. (2020). Prefigurare il profilo dell’educatore professionale nelle pratiche di orientamento iniziale e in itinere. LLL, 16(35), pp. 25-36.
  31. Taylor, E. (1998). The theory and practice of transformative learning: a critical review, ERIC/ACVE information series, no. 374, ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, viewed 07 Dec 2020, -- http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED423422 .
  32. Torre, E. M. (2020). Trasferimenti in ingresso: riorientare le acquisizioni pregresse ai core contents della L-19. LLL, 16(35), pp. 71-80.
  33. Visentin, S., Frison, D., & Lupo, I. (2019). Il PDP - Personal & Professional Development Planning come strumento generatore di opportunità: riflessioni da una prima esperienza in Higher Education. Excellence and Innovation in Teaching and Learning. Research and practices, 2, pp. 75-91. , DOI: 10.3280/EXI2019-002005

Paolo Federighi, Giovanna del Gobbo, Daniela Frison, A self-direct guidance device for educational professions in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2021, pp. 22-36, DOI:10.3280/erpoa1-2021oa11488

   

FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content