The European (COM, 2010) and national recommendations (L.107/2015) are focused on thereinforcement of the partnership between educational contexts and the world of work. The aimis to build spaces for transformative learning for all systems involved, and to provide studentswith experiences, useful for developing not only technical-professional, but also soft skills. Theusefulness to promote, in the young generations, the development of skills useful for real life,led researchers to investigate, through a qualitative approach, if according to the teachers’ perspectives,the compulsory School-Work Alternation (SWA) experiences promote soft skills development,and if teachers include it in the students’ learning design and assessment process.Findings show some contradiction between learning, design and assessment processes, withimportant implications for practices and policies.
School-Work Alternation: Teachers’ Voices about the Development and the Assessment Process of Soft Skills
Valentina, Grion
2018-01-01
Abstract
The European (COM, 2010) and national recommendations (L.107/2015) are focused on thereinforcement of the partnership between educational contexts and the world of work. The aimis to build spaces for transformative learning for all systems involved, and to provide studentswith experiences, useful for developing not only technical-professional, but also soft skills. Theusefulness to promote, in the young generations, the development of skills useful for real life,led researchers to investigate, through a qualitative approach, if according to the teachers’ perspectives,the compulsory School-Work Alternation (SWA) experiences promote soft skills development,and if teachers include it in the students’ learning design and assessment process.Findings show some contradiction between learning, design and assessment processes, withimportant implications for practices and policies.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
