Session Information
02 SES 08 A, Learning VI: Coaching
Paper Session
Contribution
Introduction
“More work-based learning” is the watchword emerging from the work of reviewing the strategic priorities of the framework of the priorities for 2020, elaborated in 2015 by the European Commission. Furthermore, we must not forget that the promotion of WBL is the first of the five areas considered to be a priority in the Riga conclusions (2015) and one of the fundamental pillars of European Strategies which is directly linked to the VET mission. The main VET objective consists of helping learners to improve their knowledge, skills and competences, as these are essential in the working life (European Commission , 2013).
The quality of WBL is a central aspect for improving the quality of education and vocational training. The WBL, moreover, values the advantages of alternating between classroom learning and learning in the company and therefore implies a link between formal, informal and non-formal learning, in correlation with the needs particularly emphasized by the European Union, since the publication of the Memorandum (2000).
Within this framework it is crucial to focus on the student's learning to improve his approach to lifelong learning and to facilitate school-work transitions.
1. Theoretical framework
The research project stems from the awareness that the training experiences of the young people involved in the WBL pathways should be observed and studied not only and not so much in the measure not only from the perspective of employability, but in particular with respect to the characteristics of the cognitive processes activated, the relevance of changes in the relationship with knowledge, participation in the process of constructing meanings.
It is crucial to understanding the effects of work experience on the training plan with respect to the cognitive structures of the subjects, and therefore on a long-term plan and the transferability of the willingness to learn. Therefore, learning is seen as "experience", as "action" and as "becoming" in a perspective of a "formativity" of the subject who learns in a context of work-based learning.
In order to study work-based learning processes, I assumed some relevant theoretical frameworks which I believe can be useful for understanding some pedagogical aspects such as: Experiential Learning (Dewey,1910,1916); Situated learning and construct of the practice community (Lave,Wenger,1991); Transformative learning (Mezirow,1991,2000); Capability approach (Sen, 1983,1999;Nussbaum,2002,2012).
2. Objectives
The research has therefore set the main objectives of:
- to understand the pedagogical and organizational conditions within a work based learning path.
- to elaborate a propositive model (Taxonomy) of quality elements in work-based learning paths, in particular in apprenticeships and in the school-work alternation (learner agency, Teacher agency);
- to verify through the empirical survey on some case studies, the practicability of taxonomy, as a tool in order to design effective curricula for student learning
3. Research questions
The research questions in this explorative study are:
What are the most effective training methodologies and teaching techniques for work based learning? How work-based learning pathway can be formative and generative for personal development of learner in his transition from school to work, not only in order to become a “good worker”, but also a “good citizen”? How teacher can facilitate student learning as a tutor or mentor ?
Method
4. Methodology This Paper reports some results from a empirical survey developed during my Doctoral research activity. which is mainly focused on understanding the educational processes in work-based learning pathways. The survey has required the construction of a pedagogical device "Taxonomy of Quality Indicators named TIQ-WBL related to the study of work-based learning processes derives from the aim of transferring the principle of formativity into a schematic way in order to settle a "road map" within the practice communities of trainers, training process experts in the field of work-based learning processes. This taxonomic tool has been subdivided into five areas or indicators and in turn these contain two dimensions. Below I report this device divided by area and related to the theoretical framework: Table 1 : “The Taxonomomy of quality indicators in work based learning pathways” (TIQ-WBL) Indicators Dimensions Theoretical framework 1.Riflexivity - self-awareness - Experiential Learning (Dewey) - self -orientation 2.Partecipation - identity - Situated Learning (Lave,Wenger) - responsability 3.Agency -personal development - Capability approach (Sen) -self-efficacy 4.Capability -projectuality - functionings -Capability approach(Sen,Nussbaum) - 5.Generativity -trasformativity -Trasformative learning (Mezirow) -formativity (Margiotta,Pareyson) In details, the case study presented in this paper focuses on experience of work related learning within two Technical and vocational Institutes in the north of Italy. The Participants are students of age 16-18 , from two different formation paths, i.e. the graphical and geotechnical didactic pathways, as well as Vet Teachers . The tools adopted for the empirical research basically consists of focus groups , interviews semi-structured and self-assessment questionnaires, which have been built on the basis of the pedagogical reference research tool: the Taxonomy of quality indicators related to educational processes in work-based learning pathways.
Expected Outcomes
5.Findings The main goal was to carry out an overall verification of the correspondence and / or contradiction between the emerging information between the two research phases. for the following reasons: a) a summary of the validity of the results obtained with the focus group; b) the possibility to identify - through the comparative examination of the elements coming from the two phases of the survey - the "conceptions" present in the students about the experience of the dual experience. This research phase was able to confirm the criteria used for the elaboration of Taxonomy ("TIQ-WBL"). The learner’s conceptions emerged as a synthesis of the two phases indicated above were summarized in follow table : Table 2 : Learner’s Conceptions: 1. Perception of the separation of the “two worlds” (school-work) 2. Difficulties in transferring learning in most of the cases of the students 3. Acquisition of responsibility for behaviors at work 4. Self -orientation 5. Collaborative relationality 6. Increase of reflective capacity 7. Alternating negotiation management in the relationship with the tutor 8. Perceptions of the positive value of the practice for the acquisition of skills 9. Orientation integration of work with life experiences (family, groups of equal, free time) Conclusions The student's point of view is undoubtedly related to the issue of "teacher training". In order to design effective learning curricula for the student it is necessary that the teacher go beyond his teaching activity in the classroom facilitating the learning of the student as a tutor. Therefore another critical issue that emerges from the students' perceptions is the lack of collaboration between the teacher at school and the tutor in the company. It’s crucial that there is more integration between teachers and company tutors and in general between the world of school and the world of work to make more effective learning curricula.
References
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