Il ruolo degli studenti nello sviluppo professionale dei docenti universitari: il modello REFLECT
DOI:
https://doi.org/10.7346/-fei-XXII-02-24_13Parole chiave:
Istruzione superiore, Democrazia, Approccio etnografico, Student VoiceAbstract
La formazione dei docenti universitari rappresenta da alcuni decenni un tema particolarmente dibattuto in ambito di ricerca educativa. I modelli formati che si sono succeduti hanno riflettuto le esigenze degli specifici momenti storico-culturali in cui si sono sviluppati. Oggi vi è l’esigenza di proporre modelli formativi ecologici, inclusivi e partecipativi proprio in relazione all’emergere della necessità di fare leva su questi valori a livello sociale e culturale. È a questa esigenza che ha cercato di rispondere anche il modello REFLECT, sviluppato nello specifico contesto italiano. Nell’articolo se ne propone una iniziale implementazione ed i primi risultati della stessa. Se ne discutono infine le implicazioni relativamente sia al perfezionamento del modello che al suo impatto in termini formativi e sociali.
Riferimenti bibliografici
AdvanceHE. (2020). Student engagement through partnership in higher education: Key projects, resources and ways you can connect with student engagement [Company website]. AdvanceHE. https://www.advance-he.ac.uk/guidance/teaching-and-learning/student-engagement-through-partnership
Angus, L. (2006). Educational leadership and the imperative of including student voices, student interests, and students’ lives in the mainstream. International Journal of Leadership in Education, 9(4), 369–379. https://doi.org/10.1080/13603120600895544
Beach, A. L., Sorcinelli, M. D., Austin, A. E., & Rivard, J. K. (2016). Faculty development in the age of evidence: Current practices, future imperatives. Routledge. https://doi.org/10.4324/9781003444787
Bovill, C., Cook‐Sather, A., & Felten, P. (2011). Students as co‐creators of teaching approaches, course design, and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133–145. https://doi.org/10.1080/1360144X.2011.568690
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching. https://eric.ed.gov/?id=ED326149
Brailas, A., Tragou, E., & Papachristopoulos, K. (2023). Introduction to Qualitative Data Analysis and Coding with QualCoder. American Journal of Qualitative Research, 7(3), 19–31. https://doi.org/10.29333/ajqr/13230
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol 2: Research designs: Quantitative, qualitative, neuropsychological, and biological. (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
Burkhill, S., Dunne, L., Filer, T., & Zandstra, R. (2009). Authentic voices: Collaborating with students in refining assessment practices. Assessment in Different Dimensions: A Conference on Teaching and Learning in Tertiary Education - Conference Papers, 84–93. https://www.academia.edu/978209/Assessing_online_collaboratories_a_peer_review_of_teaching_and_learning_CO_AUTHOR
Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity, 56(3), 1391–1412. https://doi.org/10.1007/s11135-021-01182-y
Centra, J. A. (1978). Types of Faculty Development Programs. Journal of Higher Education, 49(2), 151–162.
Cook-Sather, A. (2010). Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability. Curriculum Inquiry, 40(4), 555–575. https://doi.org/10.1111/j.1467-873X.2010.00501.x
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty (Frst edition). Jossey-Bass.
Cook-Sather, A., & Grion, V. (2013). Student voice: Prospettive internazionali e pratiche emergenti in Italia. Guerini Scientifica.
Cowan, J., & Westwood, J. (2006). Collaborative and reflective professional development: A pilot. Active Learning in Higher Education, 7(1), 63–71. https://doi.org/10.1177/1469787406061149
Cox, M. D., & Sorenson, D. L. (2000). 7: Student Collaboration in Faculty Development: Connecting Directly to the Learning Revolution. To Improve the Academy, 18(1), 97–127. https://doi.org/10.1002/j.2334-4822.2000.tb00365.x
Dickerson, C., Jarvis, J., & Stockwell, L. (2016). Staff–student collaboration: Student learning from working together to enhance educational practice in higher education. Teaching in Higher Education, 21(3), 249–265. https://doi.org/10.1080/13562517.2015.1136279
Entwistle, N. J. (1998). Approaches to learning and forms of understanding. In B. C. Dart & G. Boulton-Lewis (Eds.), Teaching and learning in higher education (pp. 72–101). Australian Council for Educational Research.
Eurydice, Crosier, D., Desurmont, A., Horvath, A., Kocanova, D., Paquet, M.-F., Parveva, T., Racké, C., Rauhvargers, A., & Riiheläinen, J. (2015). The European Higher Education Area in 2015: Bologna Process Implementation Report. Publication Office of the European Union. https://data.europa.eu/doi/10.2797/128576
Felisatti, E., & Serbati, A. (2019). Prospettive e pratiche di sviluppo professionale dei docenti universitari. In P. Federighi, M. Ranieri, & B. Gianfranco (Eds.), Digital scholarship tra ricerca e didattica: Studi, ricerche, esperienze (Vol. 419, pp. 66–83). FrancoAngeli. https://series.francoangeli.it/index.php/oa/catalog/book/419
Felten, P. (2013). Principles of Good Practice in SoTL. Teaching & Learning Inquiry The ISSOTL Journal, 1(1), 121–125. https://doi.org/10.20343/teachlearninqu.1.1.121
Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295–311. https://doi.org/10.1080/0141192042000195236
Fielding, M. (2006). Leadership, radical student engagement and the necessity of person‐centred education. International Journal of Leadership in Education, 9(4), 299–313. https://doi.org/10.1080/13603120600895411
Fielding, M. (2009). Interrogating student voice: Preoccupations, purposes and possibilities. In H. Daniels, H. Lauder, & J. Porter, Educational theories, cultures and learning: A critical perspective (pp. 101–116). Routledge.
Fielding, M. (2011). Patterns of Partnership: Student Voice, Intergenerational Learning and Democratic Fellowship. In N. Mockler & J. Sachs (Eds.), Rethinking Educational Practice Through Reflexive Inquiry (pp. 61–75). Springer Netherlands. https://doi.org/10.1007/978-94-007-0805-1_5
Fielding, M., & Moss, P. (2014). Radical Education and the Common School: A Democratic Alternative. Journal of Childhood Studies, 39(1), 92–96. https://doi.org/10.18357/jcs.v39i1.15247
Finefter-Rosenbluh, I., Ryan, T., & Barnes, M. (2021). The impact of student perception surveys on teachers’ practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching. Teaching and Teacher Education, 106, 103436. https://doi.org/10.1016/j.tate.2021.103436
Freire, P. (1974). Pedagogia do Oprimido. Paz e Terra.
Gibbs, G. (1992). Improving the Quality of Student Learning. Technical and Educational Services.
Gillespie, K. H. (Ed.). (2002). A guide to faculty development: Practical advice, examples, and resources. Anker Publ.
Gosling, D. (2001). Educational development units in the UK - what are they doing five years on? International Journal for Academic Development, 6(1), 74–90. https://doi.org/10.1080/13601440110043039
Gravett, K., Kinchin, I. M., & Winstone, N. E. (2020). ‘More than customers’: Conceptions of students as partners held by students, staff, and institutional leaders. Studies in Higher Education, 45(12), 2574–2587. https://doi.org/10.1080/03075079.2019.1623769
Grion, V., & Serbati, A. (with Montgomery, C., & Sambell, K.). (2019). Valutazione sostenibile e feedback nei contesti universitari: Prospettive emergenti, ricerche e pratiche. Pensa MultiMedia.
Healey, M. (2000). Developing the Scholarship of Teaching in Higher Education: A discipline-based approach. Higher Education Research & Development, 19(2), 169–189. https://doi.org/10.1080/072943600445637
Healey, M., Flint, A., & Harrington, K. (2014). Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy. https://www.researchgate.net/publication/264240134_Engagement_through_partnership_students_as_partners_in_learning_and_teaching_in_higher_education
Hicks, T. (2005). Assessing the Academic, Personal and Social Experiences of Pre-College Students (Faculty Working Papers from the School of Education, pp. 1–7) [Education Working Papers]. Fayetteville State University. https://digitalcommons.uncfsu.edu/soe_faculty_wp/7
Huston, T., & Weaver, C. L. (2008). Peer Coaching: Professional Development for Experienced Faculty. Innovative Higher Education, 33(1), 5–20. https://doi.org/10.1007/s10755-007-9061-9
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (Rev. and updated). Cambridge Adult Education.
Kuh, G. D. (2009). What Student Affairs Professionals Need to Know About Student Engagement. Journal of College Student Development, 50(6), 683–706. https://doi.org/10.1353/csd.0.0099
Lotti, A., Serbati, A., Doria, B., Picasso, F., & Felisatti, E. (2022). Teaching and Learning Centre: Analysis of Key Elements. Formazione & Insegnamento, 20(2), 75–88. https://doi.org/10.7346/-fei-XX-02-22_06
Masini, M., Piccinno, T. F., Picasso, F., Botto, M., Garbarino, S., & Lampugnani, P. A. (2023). La professionalità dell’instructional designer per l’innovazione didattica. Un’esperienza di faculty development presso l’Università di Genova. Quaderni del GLIA, 1(1).
McLean, M., Cilliers, F., & Van Wyk, J. M. (2008). Faculty development: Yesterday, today and tomorrow. Medical Teacher, 30(6), 555–584. https://doi.org/10.1080/01421590802109834
Meyer, J. H. F. (Ed.). (2012). Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge (1st ed.). Routledge.
Mihans, R. J. I., Long, D., & Felten, P. (2008). Power and Expertise: Student-Faculty Collaboration in Course Design and the Scholarship of Teaching and Learning. International Journal for the Scholarship of Teaching and Learning, 2(2). https://doi.org/10.20429/ijsotl.2008.020216
Phuong, T. T., Foster, M. J., & Reio Jr, T. G. (2020). Faculty development: A systematic review of review studies. New Horizons in Adult Education and Human Resource Development, 32(4), 17-36. https://doi.org/10.1002/nha3.20294
Ramsden, P. (2010). Learning to teach in higher education (2nd ed.). Routledge.
Richlin, L., & Cox, M. D. (2004). Developing scholarly teaching and the scholarship of teaching and learning through faculty learning communities. New Directions for Teaching and Learning, 2004(97), 127–135. https://doi.org/10.1002/tl.139
Seale, J. (2010). Doing student voice work in higher education: An exploration of the value of participatory methods. British Educational Research Journal, 36(6), 995–1015. https://doi.org/10.1080/01411920903342038
Serbati, A. (2007). La formazione junior faculty: Un percorso per neoassunti per apprendere ad insegnare. In E. Felisatti & A. Serbati (Eds.), Preparare alla professionalità docente e innovare la didattica universitaria (pp. 198–209). FrancoAngeli.
Serbati, A., Grion, V., Raffaghelli, J. E., & Doria, B. (2022). Students’ Role in Academic Development: Patterns of Partnership in Higher Education. In F. Calabrò, L. Della Spina, & M. J. Piñeira Mantiñán (Eds.), New Metropolitan Perspectives (Vol. 482, pp. 858–867). Springer International Publishing. https://doi.org/10.1007/978-3-031-06825-6_81
Sheets, K. J., & Schwenk, T. L. (1990). Faculty development for family medicine educators: An agenda for future activities. Teaching and Learning in Medicine, 2(3), 141–148. https://doi.org/10.1080/10401339009539447
Smyth, J. (2006). Educational leadership that fosters ‘student voice’. International Journal of Leadership in Education, 9(4), 279–284. https://doi.org/10.1080/13603120600894216
Sorcinelli, M. D. (Ed.). (2006). Creating the future of faculty development: Learning from the past, understanding the present. Anker Publ.
Steinert, Y. (2010). Faculty development: From workshops to communities of practice. Medical Teacher, 32(5), 425–428. https://doi.org/10.3109/01421591003677897
Steinert, Y. (Ed.). (2014). Faculty Development in the Health Professions: A Focus on Research and Practice. Springer Netherlands. https://doi.org/10.1007/978-94-007-7612-8
Steinert, Y., Naismith, L., & Mann, K. (2012). Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19. Medical Teacher, 34(6), 483–503. https://doi.org/10.3109/0142159X.2012.680937
Tun (May Sanyu Tun), S., Wellbery, C., & Teherani, A. (2020). Faculty development and partnership with students to integrate sustainable healthcare into health professions education. Medical Teacher, 42(10), 1112–1118. https://doi.org/10.1080/0142159X.2020.1796950
Turner, R., Spowart, L., Dismore, H. C., Beckmann, E. A., Carkett, R. A. J., & Khamis, T. (2024). ”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development. Professional Development in Education, 1–13. https://doi.org/10.1080/19415257.2024.2307001
Wilkerson, L., & Irby, D. M. (1998). Strategies for improving teaching practices: A comprehensive approach to faculty development. Academic Medicine, 73(4), 387–396. https://doi.org/10.1097/00001888-199804000-00011
Pubblicato
Come citare
Fascicolo
Sezione
Categorie
Licenza
Copyright (c) 2024 Dener Luiz da Silva, Beatrice Doria, Federica Picasso, Serbati Anna, Valentina Grion
TQuesto lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.
Formazione & insegnamento è distribuita con la seguente licenza: Attribution 4.0 International (CC BY 4.0).
Per ulteriori dettagli, si rimanda alle Politiche di archiviazione e ai Termini di Copyright e Licenza.
