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Verso la costruzione dell’identità professionale: un percorso di self-assessment per gli educatori del CdS L-19
Titolo Rivista: EDUCATIONAL REFLECTIVE PRACTICES 
Autori/Curatori: Roberta Piazza, Simona Rizzari 
Anno di pubblicazione:  2021 Fascicolo: 1  Lingua: Italiano 
Numero pagine:  13 P. 65-77 Dimensione file:  0 KB
DOI:  10.3280/erpoa1-2021oa11514
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L’esperienza del tirocinio rappresenta per gli/le studenti/esse del CdS L-19 un’occasione fondamentale per rafforzare la loro identità professionale. In particolare, essa consente di apprendere a gestire con consapevolezza e intenzionalità le dinamiche del lavoro educativo; fornisce un’occasione strutturata per la verifica delle conoscenze acquisite durante il percorso di studi; è in grado di creare un collegamento diretto tra la didattica universitaria e contesti lavorativi. Tuttavia, non sempre tale esperienza, per quanto fondamentale, è in grado di accompagnare gli studenti nel loro percorso di costruzione identitaria.Il progetto POT “SUPER”, a cui il CdS L-19 dell’Università di Catania ha preso parte, ha consentito di ripensare all’esperienza del tirocinio con una maggiore focalizzazione sui percorsi di autoapprendimento e autovalutazione degli/le studenti/esse. I referenti del progetto hanno organizzato un percorso di self-assessment per i/le tirocinanti, finalizzato a descrivere le esperienze realizzate e a individuare le competenze acquisite durante il percorso di tirocinio. Il presente contributo analizza la costruzione del percorso, che ha richiesto una sua rimodulazione in considerazione del COVID, e i primi risultati conseguiti.


Keywords: identità professionale, università, tirocinio, auto-analisi delle competenze, educatori, career development

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Roberta Piazza, Simona Rizzari, in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2021, pp. 65-77, DOI:10.3280/erpoa1-2021oa11514

   

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