The model of school-work alternation in recent years has found full applicability in the training courses in which secondary school students are involved. Figure of reference is that of the tutor defined as ‘facilitator of learning’, ‘animator’, ‘guide’, which supports the student in the delicate meeting between educational choices of the school, professional needs of companies and their training needs. Starting from an analysis of the model, the contribution focuses on the role of tutorship (defining tasks and skills) and then presents the first results of a project of alternation in a university context.
Pignalberi, C. (2018). Tutorship e Apprendimento duale. Un possibile contributo pedagogico e di ricerca. CQIA RIVISTA, Il Tutoring: una strategia relazionale per connettere teoria e pratica(25), 87-98.
Tutorship e Apprendimento duale. Un possibile contributo pedagogico e di ricerca
Claudio Pignalberi
2018-01-01
Abstract
The model of school-work alternation in recent years has found full applicability in the training courses in which secondary school students are involved. Figure of reference is that of the tutor defined as ‘facilitator of learning’, ‘animator’, ‘guide’, which supports the student in the delicate meeting between educational choices of the school, professional needs of companies and their training needs. Starting from an analysis of the model, the contribution focuses on the role of tutorship (defining tasks and skills) and then presents the first results of a project of alternation in a university context.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
