Progetti di alternanza scuola-lavoro inclusivi nella scuola secondaria di II grado

Lucia de Anna, Marzia Mazzer, Gaetanina Villanella

Abstract


From a pedagogical perspective, school-work alternation (SWA) represents an important opportunity to create synergies between the educational and the professional field. Moreover, SWA may allow to value individual learning styles, interests and vocations, to promote flexible teaching/learning strategies and to stimulate the development of the key competences in view of the life project.
In order to fully exploit the potential of SWA, teacher education and training is a crucial aspect. In this respect, the course for Special Education Teachers (Ministerial Decree 30 September 2011) provides the laboratory of “Orientation, Life Project and School-Work Alternation” addressed to upper secondary school teachers. On the basis of the analysis of the projects works developed by the prospective teachers who attended the course at University of Rome Foro Italico (A.Y. 2013/2014 and A.Y. 2014/2015), the present research aims to identify a set of indicators that may be helpful to design inclusive SWA projects, taking into account all students’ needs, school curriculum and opportunities offered by
the local area.


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