School-work alternation projects allow students to clarify their own attitudes and abilities, sometimes increasing personal ideas about their own future, sometimes understanding that they have developed expectations about the professional future that are in conflict with the individual attitudes and skills. In this perspective, the study aimed to analyze the level of selfefficacy, decision-making, problem solving and the professional values and aspirations in students involved in school-work alternation projects. 290 high school students and 60 teachers took part in the experiment. The measures used are Clipper (Ideas and aspects on the future of scholastic-professional, My life as a student, How much confidence do I have in me ?, MDMQ, I can deal with my problems ?, How do I behave with others?), WIS / SVP questionnaire - and SDS - Form R questionnaire, while the teachers have been offered a specific structured questionnaire. The data obtained highlighted the need to develop and further improve these educational strategies in order to structure a more defined and stable professional identity, focusing more on individual characteristics and transversal skills that make a professional profile more functional and adaptive.
I progetti di alternanza scuola-lavoro consentono allo studente di fare chiarezza sulle proprie propensioni e sulle proprie capacità, talvolta incrementando le idee personali relative al proprio futuro, talaltra conducendo il singolo a comprendere di aver sviluppato pensieri sul futuro contrastanti con le capacità dimostrate nella realtà. In questa prospettiva, lo scopo generale dello studio è analizzare il livello di autoefficacia, di decision-making, di problem solving e la formazione di valori e aspirazioni professionali in studenti coinvolti in progetti di alternanza scuola-lavoro. 290 studenti di scuola superiore e 60 docenti hanno preso parte alla ricerca. Gli strumenti utilizzati sono Clipper (Idee e aspetti sul futuro scolastico-professionale, La mia vita da studente, Quanta fiducia ho in me ?, MDMQ , So affrontare i miei problemi ?, Come mi comporto con gli altri?), il questionario WIS / SVP - Scala dei valori professionali e il questionario SDS - Forma R; mentre ai docenti è stato proposto un questionario costruito ad hoc. I dati ottenuti hanno evidenziato la necessità di sviluppare e migliorare ulteriormente tali strategie formative al fine di creare una maggiore consapevolezza professionale negli adolescenti, attraverso un’attenzione privilegiata alle caratteristiche individuali e alle competenze trasversali che rendono funzionale un profilo professionale.
L’integrazione delle esperienze di apprendimento tra scuola e lavoro: un’ipotesi di ricerca / The integration of learning experiences between school and work: a research hypothesis
Patrizia Oliva
2018-01-01
Abstract
School-work alternation projects allow students to clarify their own attitudes and abilities, sometimes increasing personal ideas about their own future, sometimes understanding that they have developed expectations about the professional future that are in conflict with the individual attitudes and skills. In this perspective, the study aimed to analyze the level of selfefficacy, decision-making, problem solving and the professional values and aspirations in students involved in school-work alternation projects. 290 high school students and 60 teachers took part in the experiment. The measures used are Clipper (Ideas and aspects on the future of scholastic-professional, My life as a student, How much confidence do I have in me ?, MDMQ, I can deal with my problems ?, How do I behave with others?), WIS / SVP questionnaire - and SDS - Form R questionnaire, while the teachers have been offered a specific structured questionnaire. The data obtained highlighted the need to develop and further improve these educational strategies in order to structure a more defined and stable professional identity, focusing more on individual characteristics and transversal skills that make a professional profile more functional and adaptive.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.