Unire bisogni contrastanti: Introduzione di un modello per la progettazione di attività di ricerca da parte dei docenti in un contesto educativo sub-ottimale
DOI:
https://doi.org/10.7346/-fei-XVII-03-19_04Parole chiave:
Insegnante Ricercatore, Formazione dei Formatori, Dirigenza Scolastica, Epistemologia, Ricerca QualitativaAbstract
Questo articolo affronta la questione degli insegnanti-ricercatori proponendo un modello per la progettazione di indagini condotte dai docenti che soddisfino sia i criteri teorici che quelli pratici della ricerca scientifica svolta in contesti educativi. La Parte 1 si concentra sulla riluttanza dei docenti a intraprendere attività di ricerca accademica durante l’anno lavorativo. Sono identificate due ragioni pratiche per questo, che spiegano la mancanza di coinvolgimento del corpo docente: richieste esose da parte dei governanti [policymakers] e mancanza di risorse. La Parte 2 procede a livello teorico e identifica due convinzioni [beliefs] riguardo alla conoscenza che godono di ampia diffusione in diverse culture e che limitano la capacità, da parte dell’Accademia, di accettare che le pratiche quotidiane del corpo docente abbiano dignità di conoscenza scientifica. Seguendo l’ispirazione di Damiano (2015), la sezione ridefinisce la legittimità epistemologica dell’azione docente. La Parte 3 introduce un modello inteso a facilitare la pianificazione di attività di ricerca in contesti educativi, in modo tale che non siano necessari tempo e risorse addizionali; attraverso tali attività investigative, i docenti saranno in grado di condurre ricerca senza sottostare ai comuni ostacoli tipici della loro giornata lavorativa. L’esempio principale si concentra sull'abbandono scolastico e la possibilità di convertire una giornata dell’orientamento in un’indagine condotta per mezzo dell’etnografia visiva – la quale ha l’effetto di potenziare [empower] gli studenti a rischio. Tale caso è riassunto in forma grafica, in modo da fornire un ulteriore strumento per la pianificazione di attività analoghe. Infine, la Parte 4 valuta la credibilità del modello proposto, usando come mezzo di contrasto un quadro di riferimento [framework] concepito per la meta-valutazione delle pratiche valutative.
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