Situated teaching methodologies constitute an innovative perspective of theteaching practice, especially if applied in the extended educational context ofthe school and the extra-school, as in the case of the School-Work Alternation.Conceived within the Italian law 107 of 07132015, it has initiated new ways of collaboration between the school and the professional world with a networkinginvolvement which re-situates both disciplinary and transversal learning, ina perspective of authentic acuisition on the field.Starting from these premises, the present exploratory survey was based on theanalysis of the semi-structured interviews administered to 63 School-Work Alternationreferent teachers of the provinces of Agrigento, Caltanissetta, Palermoand Trapani. The interviews, recorded and transcribed, were analyzed throughthe ATLAS.TI coding software.
|Numero di pagine||19|
|Rivista||EXCELLENCE AND INNOVATION IN TEACHING AND LEARNING|
|Stato di pubblicazione||Published - 2019|