«Student Voice» is a pedagogic movement created in the nineties in the anglo-saxon countries (United States, Canada, England and Australia): it maintains the active participation and responsability of those who attend school and university of the teaching methodology of the teachers, of university research and the educational politics and culture that it is responsable for. In the experimental research being presented here, it has been decided to give attention to the participation of the university students (n. 33) to the didactic activity of a teacher of experimental pedagogy. Two methods of intervention have been chosen: the expressive writing, as a method of analysis of the future prerepresentational of the personal expectation, positive or expectant, assuming that the application of this way in a university contest could improve the three transversal skills (capacity to control and manage the anxiety of the work, the sense of autoeffectiveness and the image of «oneself» in the present) which have a primary value in the process of learning by the students, who, in the academic year 2015-2016, were attending the second year of the five-year italian degree course a unique cycle in the Sciences of Primary Education; and the peertutoring, a method of learning which makes use of the help of colleagues of the degree course to improve their actual preparation in view of the development of didactic performance and the exam, in which the adoption has been thought to favour the students a greater growth in the alleged transversal skills. In this sense, the peer-tutoring has represented a strengthening factor of the effects which were expected to be checked, after the application of the expressive writing, on the same skills taken in the exam. This didactic research has aimed to put at the centre the hypothesis and to try the instruments and techniques, which will be experimented soon with a representative sample. Key words: students’ voice, teaching methodology in the university, participation, transversal skills.

Preparar a los estudiantes para participar en la didáctica universitaria

DI VITA, ALESSANDRO
2016

Abstract

«Student Voice» is a pedagogic movement created in the nineties in the anglo-saxon countries (United States, Canada, England and Australia): it maintains the active participation and responsability of those who attend school and university of the teaching methodology of the teachers, of university research and the educational politics and culture that it is responsable for. In the experimental research being presented here, it has been decided to give attention to the participation of the university students (n. 33) to the didactic activity of a teacher of experimental pedagogy. Two methods of intervention have been chosen: the expressive writing, as a method of analysis of the future prerepresentational of the personal expectation, positive or expectant, assuming that the application of this way in a university contest could improve the three transversal skills (capacity to control and manage the anxiety of the work, the sense of autoeffectiveness and the image of «oneself» in the present) which have a primary value in the process of learning by the students, who, in the academic year 2015-2016, were attending the second year of the five-year italian degree course a unique cycle in the Sciences of Primary Education; and the peertutoring, a method of learning which makes use of the help of colleagues of the degree course to improve their actual preparation in view of the development of didactic performance and the exam, in which the adoption has been thought to favour the students a greater growth in the alleged transversal skills. In this sense, the peer-tutoring has represented a strengthening factor of the effects which were expected to be checked, after the application of the expressive writing, on the same skills taken in the exam. This didactic research has aimed to put at the centre the hypothesis and to try the instruments and techniques, which will be experimented soon with a representative sample. Key words: students’ voice, teaching methodology in the university, participation, transversal skills.
978-84-608-8714-0
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11387/116157
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