The reflective thinking in the process of development of competencies in the secondary schools

Journal title EDUCATIONAL REFLECTIVE PRACTICES
Author/s Andrea Traverso, Valentina Pennazio, Davide Parmigiani
Publishing Year 2015 Issue 2014/1
Language English Pages 17 P. 165-181 File size 99 KB
DOI 10.3280/ERP2014-001010
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

In this article we propose anovel analysis data which have emerged from a research aimed at highlighting the development of the concept of competence in secondary schools. In particular, we want to emphasize the teaching strategies used by teachers in the classroom in order to understand whether or not teaching actions are directed towards the development of skills. In this study, we have emphasized the role of reflexivity in jsupporting this development. We involved 23 secondary schools with a stratified sample of students (N = 2893). With the qualitative analysis we can say that students have revealed some features of expertise that can be put in relation with the studies and approaches oriented towards reflectiveness and critical thinking in teaching. These insights highlight some critical aspects of school organization (school / institutional and instructional design) whose aim must be to enable you to transform the school into a learning environment for skills and reflectiveness.

  1. Albanese, O. (1995). Metacognizione ed educazione. Milano: FrancoAngeli Alberici, A. (2001). La dimensione lifelong learning nella teoria pedagogica. In Montedoro, C. (a cura di). Dalla pratica alla teoria per la formazione: un percorso di ricerca epistemologica, Franco Angeli, Milano.
  2. Alberici, A. (Eds.) (2001). La parola al soggetto. Le metodologie qualitative nella ricerca e nella didattica universitaria. Milano: Guerini e Associati.
  3. Alberici, A. (2002). Imparare sempre nella società della conoscenza. Mondadori: Milano.
  4. Alberici, A. (2002). La progettazione curricolare orientata alle competenze nella dimensione dell’apprendimento permanente del lifelong learning. In Montedoro, C. (Eds.). Le dimensioni metacurricolari dell’agire formativo. Milano: FrancoAngeli.
  5. Alberici, A. (2002). Per una pratica riflessiva integrata. La progettazione curricolare orientata alle competenze nella dimensione del lifelong learning. In Montedoro, C. (Eds.). Le dimensioni metacurricolari dell’agire formativo. Milano: FrancoAngeli.
  6. Alberici, A. (2004). Saperi, competenze e apprendimento permanente. In Demetrio, D., Alberici, A. (Eds.). Istituzioni di Educazione degli Adulti. Milano: Guerini e Associati.
  7. Alberici, A. (2005). Prefazione. In Cerrai, S., & Beccastrini, S. Continuando a cambiare. Pratiche riflessive per generare e valorizzare le competenze nelle organizzazioni. Firenze: Arpat.
  8. Argyris, C., & Schön, D.A. (1978). Organizational Learning. Massachusetts: Addison-Wesley.
  9. Baldacci, M. (2010). Curricolo e competenze. Milano: Mondadori.
  10. Barkley, E.F., Cros, K.P., & Major, H.C. (2005). Collaborative learning techniques: a handbook for college faculty. San Francisco, CA: Jossey-Bass.
  11. Barrows, H.S., & Tamblyn, R.M. (1980). Problem-Based Learning. An Approach to Medical Education. New York: Springer Publishing Company.
  12. Beck, U., Giddens, A., & Lash, S. (1994), Reflexive Modernization. Cambridge: Polity Press.
  13. Beckers, J. (2002). Développer et évaluer del compétences à l’école: vers plus d’efficacité et d’équité. Bruxelles: Labor.
  14. Bell, B., & Cowie, B. (2001). Formative assessment and science education. Dordrecht, The Netherlands: Kluwer.
  15. Cacciamani, S. (2008). Imparare cooperando. Dal cooperative learning alle comunità di ricerca. Roma: Carocci.
  16. Castoldi, M. (2010). Didattica generale. Milano: Mondadori.
  17. Castoldi, M. (2011). Progettare per competenze. Percorsi e strumenti. Roma: Carocci.
  18. Castoldi M. (2013), Curricolo per competenze: percorsi e strumenti, Carocci, Roma.
  19. Casula, C. (2013). I porcospini di Schopenhauer. Milano: FrancoAngeli.
  20. Clark, D.B., Sampson, V.D., Stegmann, K., Marttunen, M., Kollar, I., Janssen, J.,
  21. Weinberger, A., Menekse, M., Erkens, G., & Laurinen, L. (2010). Online learning environments, scientific argumentation, and 21st century skills. In Ertl, B. (Eds.). E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments, (pp. 1-40). Hershey, PA: Information Science Reference.
  22. Comoglio, M., & Cardoso, M.A. (1996). Insegnare e apprendere in gruppo. Il cooperative learning. Roma: Roma.
  23. Cresson, E., & Flynn, P. (1995). Teaching and learning. Towards the learning society. Brussels-Luxembourg: ECSC-EEC-EAEC.
  24. Delisle, R. (1997). How to use problem-based learning in the classroom, Alexandria, VA: ASCD Association for supervision and curriculum development.
  25. Di Nubila,, R. (2008). Dal gruppo al gruppo. La formazione in team: la conduzione, l’animazione, l’efficacia. Lecce: Pensa Multimedia.
  26. Edward, R. (1997). Changing Places: Flexibility, Lifelong learning and learning society. London: Routledge.
  27. Fabbri, L. (2007). Comunità di pratiche e apprendimento riflessivo. Roma: Carocci.
  28. Fabre, M. (1999). Situations-problèmes et savoir scolaire. Paris: Presse Universitaires de France.
  29. Formenti, L. (1998). La formazione autobiografica. Milano: Guerini.
  30. Giannandrea L. (2009), Valutazione come formazione. Percorsi e riflessioni sulla
  31. valutazione scolastica, EUM, Macerata.
  32. Holsbrink-Engels, G. (2001). Using a computer learning environment for initial training in dealing with social-communicative problems. British Journal of Educational Technology, 32(1), pp. 53-67.
  33. ISFOL (1994). Competenze trasversali e comportamento organizzativo. Le abilità di base per il lavoro che cambia. Milano: FrancoAngeli.
  34. Khorthagen, F.A.J. (2001). Linking Practice and Theory. London: LEA.
  35. Perla, L. (2013). Riflessività. In Bartagna, G., & Triani, P.P. (Eds.). Dizionario di didattica (pp. 381-392). Brescia: Editrice La Scuola.
  36. Knowles, M., Holton, E.F., & Swanson, R.A. (2013). Quando l’adulto impara. Andragogia e sviluppo della persona. Milano: FrancoAngeli.
  37. Jarvis, P. (2001). The age of learning. London: Kogan Page.
  38. Jarvis, P. (2004). Libera scelta, libertà e apprendimento autodiretto. In Quaglino, G.P. (Eds.). Autoformazione. Milano: Cortina.
  39. Lambros, A. (2002). Problem-Based Learning in K-8 classrooms. A teacher’s Guide to Implementation. Thousand Oaks: Sage.
  40. Lambros, A. (2004). Problem-Based Learning in Middle and High School classrooms. A teacher’s Guide to Implementation. Thousand Oaks: Sage,
  41. Lancia, F. (2004). Strumenti per l’analisi dei testi. Introduzione all’uso di T-LAB, Milano: FrancoAngeli.
  42. Le Boterf, G. (1994). De la competence. Paris: Les Editions d’Organisation.
  43. Le Boterf, G. (2000). Construire les compétences individuelles et collectives. Paris: Éditions d’Organisation.
  44. Levy Leboyer, C. (1999). La gestion des competences. Paris: Les éditions d’organisation.
  45. Lichtner, M. (1999). La qualità delle azioni formative. Milano: FrancoAngeli. Maccario, D. (2012). A scuola di competenze. Verso un nuovo modello didattico. Torino: SEI.
  46. Martinelli, M. (2004). In gruppo si impara. Torino: SEI.
  47. Marttunen, M., & Laurinen, L. (2012). Participant profiles during collaborative writing. Journal of writing research, 4(1), pp. 53-79.
  48. Marttunen, M., Laurinen, L., Litosseliti, L, &. Lund, K. (2005). Argumentation Skills as Prerequisites for Collaborative Learning among Finnish, French, and English Secondary School Students. Educational Research and Evaluation, 11(4), pp. 365-384.
  49. Marttunen, M., & Laurinen, L. (2001). Learning of argumentation skills in networked and face-to-face environments. Instructional Science, 29(2), pp. 127-153.
  50. Marttunen, M., & Laurinen, L. (2002). Quality of students’ argumentation by email. Learning Environments Research, 5(1), pp. 99-123.
  51. Mason, L. (2006). Psicologia dell’apprendimento e dell’istruzione. Bologna: il Mulino,
  52. McMillan, J.H. (Eds.) (2007). Formative classroom assessment: Theory into practice. New York: Teachers College Press.
  53. Mezirow, J. (2003). Apprendimento e trasformazione. Milano: Cortina.
  54. Montedoro, C. (2002). Le dimensioni metacurricolari dell’agire formativo. Milano: FrancoAngeli.
  55. Mortari, L. (2004). Apprendere dall’esperienza. Il pensare riflessivo della formazione. Roma: Carocci.
  56. ISFOL (2006). Rapporto Isfol 2006. Firenze: Giunti.
  57. OECD (1995). The definition and selection of key competencies. Executive summary. Disponibile su:
  58. http://www.oecd.org/pisa/35070367.pdf . [Accesso: 24/03/2014].
  59. OMS (1993), Life skills education in schools. Disponibile su http://www.orientamentoirreer.it/sites/default/files/materiali/1993%20OMS%20life
  60. skill%20SCHEDA.pdf. [Accesso: 24/03/2014].
  61. Parmigiani, D. (Ed.s) (2013). L’aula scolastica. Come si insegna, come si impara. Milano: FrancoAngeli.
  62. Pellerey, M. (2001). Sul concetto di competenza e in particolare di competenza nel lavoro. In Isfol, & Montedoro, C. (Eds.). Dalla pratica alla teoria per la formazione: un percorso di ricerca epistemologica, (pp. 231-276). Milano: FrancoAngeli.
  63. Perrenoud. P. (1997). Construire des compétences dès l’école. Paris: ESF.
  64. Rivoltella, P.C. (2013). Fare didattica con gli EAS. Brescia: La Scuola.
  65. Roegiers, X. (2004). Une pédagogie de l’intégration. Compétences et integration des acquis dans l’enseignement. Bruxelles: De Boeck-Université,
  66. Ruiz-Primo, M.A. (2011). Informal formative assessment: The role of instructional dialogues in assessing students’ learning. Studies in Educational Evaluation, 37(1), pp. 15-24.
  67. Schön, D. (1983). The Reflective Practitioner. New york: Basic Books.
  68. Schön, D.A. (2006). Formare il professionista riflessivo. Milano: FrancoAngeli. Shute, V.J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), pp. 153-189.
  69. Scriven, M. (1991). Evaluation thesaurus. Thousand Oaks, CA: Sage.
  70. Sinini, G. (2013). La competenza circolare. Media digitali, didattica, formazione degli insegnanti. Lecce: Multimedia.
  71. Speltini, G., & Palmonari, A. (1998). I gruppi sociali. Bologna: il Mulino.
  72. Spencer, L.M., & Spencer, S.M. (1999). Competenza nel lavoro. Milano: FrancoAngeli.
  73. Torp, L., & Sage, S. (2002). Problems as possibilities. Problem Based Learning for K-16 Education. Alexandria, VA: Association for Supervision and Curriculum Development,.
  74. Torrance, H., & Pryor, J. (1998). Investigating formative assessment. Teaching, learning and assessment in the classroom. Maidenhead, Philadelphia: Open University Press,.
  75. Weurlander, M., Söderberg, M., Scheja, M., Hult, H., & Wernerson, A. (2012). Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education, 37(6), pp. 747-760.
  76. Wiliam, D., & Black, P. (1996). Meaning and consequences: A basis for distinguishing formative and summative functions of assessment?. British Educational Research Journal, 22(5), pp. 537-548.
  77. Yardley-Matwiejczuk, K.M. (1997). Role play: theory and practice. Sage, London.

Andrea Traverso, Valentina Pennazio, Davide Parmigiani, The reflective thinking in the process of development of competencies in the secondary schools in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2014, pp 165-181, DOI: 10.3280/ERP2014-001010