Generative education and organizational development. The internship to build development processes experts

Abstract

Already in the early 1900s, scientists talk about a needed reconciliation between theory and practice, through learning processes free from mere knowledge transmission and more focused on learning by doing. The student must be a responsible, conscious, knowledgeable person capable of dealing with any kind of change. Unfortunately, even today, the Learning-Work binomial is represented by the linear sequence between theory and practice, which does not favor the close connection that these two elements present, but it separates them. How to avoid such disenchantment? Here, I present a research work carried out in the three-year period 2013-2015, under the Ph.D. in Design and Evaluation of the Educational, Organizational and Social Processes at the University
of Bari, which involved students in generative learning processes and active cycles of action and reflection. Methodology used is the one of Learning-Development, born in the organizational contexts with the aim of creating opportunities for change, and applied to the curriculum internship to train the trainees to be agents of organizational development processes. Trainees alternated moments of action at moments of reflection in the classroom, during which they participated in peer learning sessions and Professional Biography
Coaching.