Teaching Innovation with Situated Learning and Work-Based Learning: An exploratory survey on School-Work Alternation

Author/s Giuseppa Cappuccio, Giuseppa Compagno
Publishing Year 2019 Issue 2019/1 Language Italian
Pages 19 P. 42-60 File size 362 KB
DOI 10.3280/EXI2019-001003
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Situated teaching methodologies constitute an innovative perspective of the teaching practice, especially if applied in the extended educational context of the school and the extra-school, as in the case of the School-Work Alternation. Conceived within the Italian law 107 of 07/13/2015, it has initiated new ways of collaboration between the school and the pro-fessional world with a networking involvement which re-situates both disciplinary and transversal learning, in a perspective of authentic acqui-sition on the field. Starting from these premises, the present exploratory survey was based on the analysis of the semi-structured interviews administered to 63 School-Work Alternation referent teachers of the provinces of Agrigento, Caltanissetta, Palermo and Trapani. The interviews, recorded and tran-scribed, were analyzed through the ATLAS.TI coding software.

Keywords: Situated Learning, Work-based Learning, School-Work Alter-nation, teachers’ professional skills, competences, territory

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Giuseppa Cappuccio, Giuseppa Compagno, Innovazione didattica con il Situated Learning e il Work-Based Learning: una indagine esplorativa sull’Alternanza Scuola Lavoro in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 1/2019, pp 42-60, DOI: 10.3280/EXI2019-001003