Competenza ad agire insieme e senso di iniziativa: il tirocinio per attraversare i confini tra studio e lavoro

2020 ◽  
pp. 93-102
Author(s):  
Fabrizio d'Aniello
Keyword(s):  
Professional Growth ◽  
Capability Approach ◽  
Boundary Crossing ◽  
Methodological Framework ◽  
Knowledge Models ◽  
Internship Experience ◽  
Cultural Historical Activity ◽  
The University ◽  
And Training ◽  
The Capability Approach

The pre-eminent motivation behind this contribution lies in the intention to offer students of three-year degree course in education and training sciences and master's degree in pedagogical sciences of the University of Macerata a further support than those already existing, aimed at expanding the educational meaningfulness of the internship experience. The main criticality of such experience is connected with the difficulty in translating knowledge, models, ideas into appropriate activities. This notably refers to the conceptual and educational core of the sense of initiative and entrepreneurship and, consistently, to the skill to act. Therefore, after a deepening of the sense of initiative and entrepreneurship, followed by related pedagogical reflections based on the capability approach, the paper presents an operative proposal aimed at increasing young people's possibilities of action and supporting their personal and professional growth. With regard to this training proposal, the theoretical and methodological framework refers to the third generation cultural historical activity theory and to the tool of the boundary crossing laboratory, variant of the change laboratory

scholarly journals A Methodological Approximation of the Measurement of Instrumental Social Exclusion from the Capability Approach: The Case of Vulnerable Areas in the City of Murcia, Spain

Mathematics ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 79
Author(s):  
Jose Antonio Sánchez-Martí ◽  
María Isabel Angoa Pérez
Keyword(s):  
Social Exclusion ◽  
Structural Equation ◽  
Capability Approach ◽  
Principal Component ◽  
Methodological Framework ◽  
Practical Application ◽  
Equation Modelling ◽  
Study Population ◽  
The City ◽  
The Capability Approach

The indirect effects of social exclusion in different fields of the lives of individuals have been scarcely studied. The literature that addresses social exclusion from the capability approach is sparse, and a methodology for measuring the instrumental effects of social exclusion on capability deprivation has not yet been implemented. Therefore, the main objective of this research is to propose a methodological framework to quantify these effects, based on two techniques: Structural equation modelling and principal component analysis. Likewise, this study presents a practical application in the vulnerable areas of the city of Murcia, Spain. In order to obtain the data, fieldwork was carried out using 464 questionnaires. The theorised model was statistically contrasted, confirming that it is not false. The study revealed that instrumental social exclusion had a moderate impact on the deprivations experienced by the study population.

scholarly journals Teacher Continuing Professional Development and Team-Working Competences: A Case Study From Italy

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Chiara Urbani
Keyword(s):  
Capability Approach ◽  
Preschool Teachers ◽  
The Self ◽  
Vocational Education And Training ◽  
Teacher Professionalism ◽  
Preschool Teacher ◽  
Self Assessment ◽  
And Training ◽  
Assessment Questionnaire ◽  
The Capability Approach

Context: European policies describe the key role of teachers’ Vocational Education and Training (VET) in improving students’ learning outcomes. In order to improve teacher education, Organisation for Economic Co-Operation and Development (OECD) policies identify competency models as the main framework for understanding teacher professionalism and designing VET policies. By reinterpreting these models through the capability approach, this article aims to identify more relevant competences of preschool teachers in the public and private services of northern and central Italy.Methods: The research began with a comparative analysis of VET policies for preschool teachers to outline more common competences used to define their professional profile. This led to the creation of a new, re-thought competency model used to design a quantitative survey to describe teachers’ competences in preschool settings. The self-assessment questionnaire was built on the following competence areas: Management of educational and relational processes, teamwork and large-scale teamwork, networking and governance. The self-assessment questionnaire evaluated 65 preschool teachers’ pre-acquired competences and development levels and those more desirable for the future (called “ideal” co.). The comparison of areas and their values reveals critical results, particularly related to teamwork competences at different levels.Results: The study outlines the structure of preschool teacher professionalism based on “traditional” competences (e.g., educational relationships with children) and some “innovative” competences (e.g., networking and governance), which appeared to be more desirable in teachers’ evaluations. However, the comparison of the data reveals that governance competences are better evaluated then teamwork co., introducing some hypotheses about the quality of relationships in the community of practice.Conclusions: The research outlines how the competences emerging as relevant for teachers need to be better activated in professional settings to become strategically important. The results related to teamwork and governance competences focus on the importance of informal and extended learning contexts to teachers’ socio-relational competence development. The organization of the school system needs to be re-thought and extracurricular competences need to increase to foster the generative development of informal learning communities at intra- and extra-school levels. According to the capability approach, the research reveals the extreme complexity of preschool teacher professionalism. For vocational education and training, its underlines the re-thinking of the preschool teacher profile as a co-designer of learning environments, which includes building formal and informal competences to foster communities of practice as a learning and generative process.

scholarly journals The Role of University-Based Incubators in Social Entrepreneurship’s Development: The Capability Approach as an Evaluative Framework

2021 ◽  
Vol 36 (3) ◽  
pp. 215-233
Author(s):  
Matahari Farransahat ◽  
Risa Bhinekawati ◽  
Evelyn Hendriana
Keyword(s):  
Social Entrepreneurship ◽  
Capability Approach ◽  
Social Entrepreneurs ◽  
Conversion Factors ◽  
British Council ◽  
Study Approach ◽  
Actual Mechanism ◽  
The University ◽  
The Capability Approach

Introduction/Main Objectives: This study evaluates the role of a large university in developing the social entrepreneurship capabilities of its students and fresh graduates through its business incubator; and investigates why tenants choose to be or not to be social entrepreneurs after their incubation process. Background Problems: There are many discussions about university-based incubators for developing entrepreneurship, but the actual mechanism of how these incubators develop social entrepreneurs is still unknown. Novelty: This research explores the development of social entrepreneurship through the university-based incubator program. Hence, it can be used to provide best practices for the program, especially for developing the tenants’ capacity. Research Methods: This study applies a case study approach and adopts Amartya Sen’s capability approach as an evaluative framework. The C-Hub UGM was chosen as a case since it was selected as a good example of a social entrepreneurship incubator by the British Council. This research used three sources of evidence: documents, interviews, and focus group discussions to collect information from 14 of the incubator’s tenants. Finding/Results: The results reveal that the incubator serves as a hub for the resources that enhance the tenants’ personal conversion factors and their performance as agents for change. Subsequently, the incubator improves the tenants’ social entrepreneurship capabilities set; however, it is up to the tenants to choose whether they want to continue as social entrepreneurs or work in other roles as their functioning. Conclusion: This study illuminates the linkages among the concepts of the capability approach, the university-based incubator and social entrepreneurship. It reveals that the university-based incubator serves as a hub for the resources that enhance the tenants’ personal conversion factors; thereby they can be effective social entrepreneurs.

scholarly journals Student involvement and leadership: A commitment to active citizenship

1969 ◽  
Vol 42 (2 supl 1) ◽  
pp. 103-12
Author(s):  
Claudia Santamaría ◽  
María Oliva Sánchez
Keyword(s):  
Professional Growth ◽  
Nursing Program ◽  
Active Citizenship ◽  
Human Beings ◽  
School Of Nursing ◽  
Individual Potential ◽  
Ethical Stance ◽  
The Many ◽  
The University ◽  
And Training

Assuming leadership from an ethical stance with responsibility for action proposes a complex challenge to achieve, because of the many aspects inherent to human beings and their evolutionary processes. It is necessary to undertake ways and ventures to weave forms and experiences that lead to it. The School of Nursing at Universidad del Valle, interpreting the university mission and based on its 2005-2015 Strategic Plan, assumes the responsibility of promoting opportunities and initiatives that foster leadership in students through the development of two strategies: promotion of Leadership and Training, through accompanying initiatives and representations of the Nursing Program students. This article describes different voices of students who have been participating in initiatives generated from the Leadership Project and the development of their strategies to recover and reveal the richness of its possibilities, as well as the difficulties of mobilizing a proposal involving democratic and humanist views on various forms of individual life and projected onto the horizon of the collective.Final reflection: The experience at the School of Nursing at Universidad del Valle about leadership and student participation provides the necessity to promote leadership based on the collective, but focusing on individual potential, as well as the personal and professional growth of students and teachers, which requires the conjunction of human, economic, academic and administrative efforts.

Meanings of burnout and resilience in Ontario dietitians

2012 ◽  
Vol 1 (2) ◽  
pp. 13-20
Author(s):  
Yuka Asada
Keyword(s):  
Job Stress ◽  
Professional Growth ◽  
Maslach Burnout Inventory ◽  
Professional Relationships ◽  
Contributing Factors ◽  
Dietetic Education ◽  
Body Of Knowledge ◽  
Growth And Change ◽  
And Training ◽  
Preventative Approach

  ABSTRACT   Objectives: Although experiences of burnout are well documented among some health professionals, there is limited research that explores similar experiences among dietitians. This study aims (1) to describe the varied qualitative dimensions of burnout that are particular to dietitians and (2) to identify the factors that might be deemed protective against burnout. Methods: Fourteen dietitians were recruited from a larger quantitative study that assessed prevalence of burnout in Ontario, Canada using the Maslach Burnout Inventory (MBI). Those who completed the MBI were invited to participate in two phenomenological interviews. Transcribed interviews were analyzed by naïve readings and identified meaning units with a larger team for increased rigor and trustworthiness. Results: Dietitians describe burnout as having bodily and overall health consequences. Both social/professional relationships and dietitians’ passion for their work contributed to experiences of burnout and resilience. Opportunities for continued professional growth and change were contributing factors for resilience. Implications & Conclusions: This study contributes to the limited body of knowledge on dietitians’ lived experiences of burnout and resilience. The findings have implications for those involved in the education and training of student dietitians, and for those in a position to offer support to dietitians who are struggling with job stress. In the context of fostering resilience, a preventative approach to dietetic education is explored with the intention to protect future practitioners from burnout.

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