Abstract
| Lingua originale | Italian |
|---|---|
| pagine (da-a) | 127-142 |
| Numero di pagine | 16 |
| Rivista | GIORNALE ITALIANO DELLA RICERCA EDUCATIVA |
| Stato di pubblicazione | Published - 2016 |
Cita questo
«Activation du développement vocationnel et professionnel» methodology for inclusive education in lower secondary school. / Cappuccio, Giuseppa.
In: GIORNALE ITALIANO DELLA RICERCA EDUCATIVA, 2016, pag. 127-142.Risultato della ricerca: Article
}
TY - JOUR
T1 - «Activation du développement vocationnel et professionnel» methodology for inclusive education in lower secondary school
AU - Cappuccio, Giuseppa
PY - 2016
Y1 - 2016
N2 - The present research is part of the varied landscape of studies and researches related to the personal and professional maturation process and inclusive education.The contribute illustrates a research path which involved 182 university students, 432 pupils and 42 teachers of 18 1st year classes of secondary schools I grade located in the province of Palermo and Trapani, from June 2014 to April 2015. The project concerned the design, construction and testing of a se- ries of activities through which teachers were able to help pupils develop the ability to design and chose their future career, moving from the disciplines contents and thanks to the Canadian methodology of Activation du Développement Vocationnel et Personnel (Pelletier, Boujold & Noiseux, 1974), validated in Sicily (Cappuccio, 2003, 2009, 2012, 2015), which recognizes teachers as strategic brokers of school inclusion processes.
AB - The present research is part of the varied landscape of studies and researches related to the personal and professional maturation process and inclusive education.The contribute illustrates a research path which involved 182 university students, 432 pupils and 42 teachers of 18 1st year classes of secondary schools I grade located in the province of Palermo and Trapani, from June 2014 to April 2015. The project concerned the design, construction and testing of a se- ries of activities through which teachers were able to help pupils develop the ability to design and chose their future career, moving from the disciplines contents and thanks to the Canadian methodology of Activation du Développement Vocationnel et Personnel (Pelletier, Boujold & Noiseux, 1974), validated in Sicily (Cappuccio, 2003, 2009, 2012, 2015), which recognizes teachers as strategic brokers of school inclusion processes.
UR - http://hdl.handle.net/10447/225977
M3 - Article
SP - 127
EP - 142
JO - GIORNALE ITALIANO DELLA RICERCA EDUCATIVA
JF - GIORNALE ITALIANO DELLA RICERCA EDUCATIVA
SN - 2038-9744
ER -