BEYOND THE LAW. THE CPD MODEL FOR THE PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS.
DOI:
https://doi.org/10.15837/aijjs.v11i2.3221Abstract
The paper aims to describe the experimental project of the adjustment pathway to school that was developed at the Primary Education Degree of the University of Molise. The project started from the model of the Continuing Professional Development (CPD) typical of the Anglo-Saxon professional culture that does not find a specific application in schools system of teacher training, expecially in Italy, and developed from the scholar prof. Stefano Bonometti. The project aims to develop the students’ culture of lifelong learning education, starting from universities education by developing a personal plan of professional development through typical methods of the CPD. Particularly, students of the fifth year, the final year of the degree course, will start a process of reflection of acquired skills, while those of the second year, the first year of traineeship, will start the process of training and monitoring of their acquisition skills during the course. The project after a period of stop is starting again in this year.References
Billett S. (2004), “Workplace participatory practices. Conceptualising workplaces as
learning environmentsâ€, in The Journal of Workplace Learning, vol. 16, n. 6, pp. 312-324.
Bonometti S. (2013), Lavorando s’impara. Riflessioni didattiche sulla formazione
esperienziale, Pensa Multimedia, Lecce-Brescia.
Bonometti S. (2014). A cross-media environment for teacher training. In: (a cura di):
Habib M. Fardoun José A. Gallud, IDEE '14 Proceedings of the 2014 Workshop on
Interaction Design in Educational Environments. ACM INTERNATIONAL
CONFERENCE PROCEEDINGS SERIES, New York: ACM.
Bonometti S., Refrigeri L. (2013). Continuing Professional Development: A Work
Placement Opportunity For Young Graduates. In Journal Of International Scientific
Publication: Educational Alternatives, vol. 11, p. 368-378.
Cross V., Liles C., Conduit J., Price J. (2004), “Linking reflective practice to evidence of
competence: a workshop for allied health professionalsâ€, in Reflective Practice, Vol. 5,
n. 1, pp. 3-31.
Danielson C., Abrutyn L. (1997), An Introduction to Using Portfolios in the Classroom,
Association for Supervision and Curriculum Development, Alexandria.
De Vires S., van de Grift W., Jansen E. (2013), (2013), Teachers’ beliefs and continuing
professional development, Journal of Educational Administration, Vol. 51 Iss: 2, pp.213
- 231.
Ellinger A.D., Cseh M. (2007), “Contextual factors influencing the facilitation of others’
learning through everyday work experiencesâ€, in The Journal of Workplace Learning,
vol. 19, pp. 435-452.
Eneström Y., Sannino A. (2010), Studies of expansive learning: Foundation, findings and
future challenges, Educational Research Review, 5, 2-24.
Evans, K., Hodkinson, P., Rainbird, H. and Unwin, L. (2006) (eds), Improving Workplace
Learning, London, Routledge. Eraut M. (2000), “Non-formal learning, implicit learning
and tacit knowledge in professional workâ€, in British Journal of Educational Psychology,
n.70, pp. 113-136.
Eraut M. (2007), Learning from other people at work, in F. Coffield, Learning at work,
in Oxford Review of Education, vol. 33, n. 4, pp. 403-422.
Fazaeli T. (2010), Foreword, in IfL, Brilliant teaching and training in FE and skills: A
guide to effective CPD for teachers, trainers and leaders, Learning and Skills
Improvement Service (LSIS).
Fuller A., Unwin L. (2004), “Young people as teachers and learners in the work place:
challenging the noviceexpert dichotomyâ€, in International Journal of Training and
Development, n. 8:1, p. 32-42.
IfL (Istitute for Learning) (2010), IfL review of CPD. Excellence in professional
development: Looking back, looking forward.
Peck C., McCall M., McLaren B., Roten T. (2000), “Continuing medical education and
continuing professional development: international comparisonsâ€, in British Medical
Journal, vol. 320, pp. 432-435.
Peel D. (2005), “Dual Professionalism: facing the challenger of continuing professional
development in the workplace?â€, in Reflective Practice, Vol. 6, No.1, p. 123-140.
Rossi P.G. (2005), Progettare e realizzare il portfolio, Carocci, Roma. Rossi P.G.,
Giannandrea L., Magnoler P. (2012), “Portfolio e riflessioneâ€, in Educational Science and
Society, n. 2, pp. 192-195.
