The first part of an intervention-research, inspired on the the- ory of narrative thought, the principles of educational coun- seling and guidance in teaching, was concluded on May 15th 2019. During the school year 2018-2019, students (n=93, 50 females and 43 males) attending the fourth year of high school in Palermo, participated in an experimental initiative in which schools and university collaborated with a dual purpose: 1) to reduce in the students the gap between the acquired knowl- edges at the end of high school courses and those required at the beginning of university courses and, 2) to strengthen the ability to formulate their own professional life project. The joint action of three types of interventions was experimented: expressive writing to prefigure one’s own educational-profes- sional future, the guidance interview to exercise one’s decision- making skill and the conduction of afternoon teaching work- shops held by a university professor and a high school teacher from the same discipline. It was intended to verify if the par- ticipation in this initiative would facilitate, in high school stu- dents, the development of three transversal skills that signifi- cantly affect the process of maturation of the educational-pro- fessional choice: the adequate image of the current «oneself», the perceived self-efficacy and the decision-making skill. The initial assessment of the development degree of the three skills that were intended to promote, was carried out firstly, in November 2018 and lastly but not least, in May 2019. More- over, an intermediate assessment of the current «oneself» im- age was carried out in January and March 2019. The statistical t-test was used to verify the significance of the «pre-post» dif- ferences. There is, not only a significant difference in the con- struct of self-efficacy (p = 0.004) but also in the «energy» di- mension of the current «oneself» image (p = 0.0002). After carrying out the activities, the students perceive themselves as more able of dealing with school tasks.

Si è conclusa il 15 maggio 2019 la prima parte di una ricerca- intervento ispirata alla teoria del pensiero narrativo, ai principi dell’educational counseling e della didattica orientativa. Duran- te l’anno scolastico 2018-2019, 93 studenti (50 femmine e 43 maschi) del quarto anno di cinque licei di Palermo hanno partecipato a un’iniziativa sperimentale in cui scuola e università hanno collaborato con un duplice scopo: ridurre negli studenti il gap rilevato tra le conoscenze in uscita dal liceo e quelle richieste all’inizio dei corsi universitari e potenziare in loro la capacità di formulare il proprio progetto di vita professionale. È stata sperimentata l’azione congiunta di tre tipi di interventi: la scrittura espressiva per prefigurare il proprio futuro formativo-professionale, il colloquio di orientamento per esercitare la propria capacità decisionale e la co-conduzione di laboratori pomeridiani da parte di un docente universitario e di un docente di liceo della stessa area disciplinare. Si è voluto verificare fino a che punto la partecipazione all’iniziativa facilitasse lo sviluppo negli studenti liceali di tre competenze trasversali che incidono significativamente nel processo di maturazione della scelta formativo-professionale: l’immagine adeguata del «sé» attuale, l’autoefficacia percepita e la capacità decisionale. La valutazione iniziale del grado di sviluppo delle tre competenze che si intendeva promuovere è stata effettuata nel novembre del 2018 e quella finale nel mese di maggio del 2019; inoltre, una valutazione intermedia dell’immagine del «sé» attuale è stata effettuata anche a gennaio e a marzo del 2019. Per verificare la significatività delle differenze «pre-post» è stato usato il test statistico t. Le differenze risultano significative per il costrutto dell’autoefficacia (p=0,004) e per la dimensione «energia» (p=0,0002) dell’immagine del «sé» attuale. Dopo lo svolgimento delle attività gli alunni si percepiscono più capaci di affrontare i compiti scolastici.

Di Vita, A., Zanniello, G. (2020). La progettazione del sé professionale alla fine dell’adolescenza. In P. Lucisano (a cura di), Le Società per la società: ricerca, scenari, emergenze (pp. 73-81). Lecce-Brescia : Pensa MultiMedia.

La progettazione del sé professionale alla fine dell’adolescenza

Di Vita, A;Zanniello, G
2020-01-01

Abstract

The first part of an intervention-research, inspired on the the- ory of narrative thought, the principles of educational coun- seling and guidance in teaching, was concluded on May 15th 2019. During the school year 2018-2019, students (n=93, 50 females and 43 males) attending the fourth year of high school in Palermo, participated in an experimental initiative in which schools and university collaborated with a dual purpose: 1) to reduce in the students the gap between the acquired knowl- edges at the end of high school courses and those required at the beginning of university courses and, 2) to strengthen the ability to formulate their own professional life project. The joint action of three types of interventions was experimented: expressive writing to prefigure one’s own educational-profes- sional future, the guidance interview to exercise one’s decision- making skill and the conduction of afternoon teaching work- shops held by a university professor and a high school teacher from the same discipline. It was intended to verify if the par- ticipation in this initiative would facilitate, in high school stu- dents, the development of three transversal skills that signifi- cantly affect the process of maturation of the educational-pro- fessional choice: the adequate image of the current «oneself», the perceived self-efficacy and the decision-making skill. The initial assessment of the development degree of the three skills that were intended to promote, was carried out firstly, in November 2018 and lastly but not least, in May 2019. More- over, an intermediate assessment of the current «oneself» im- age was carried out in January and March 2019. The statistical t-test was used to verify the significance of the «pre-post» dif- ferences. There is, not only a significant difference in the con- struct of self-efficacy (p = 0.004) but also in the «energy» di- mension of the current «oneself» image (p = 0.0002). After carrying out the activities, the students perceive themselves as more able of dealing with school tasks.
2020
Settore M-PED/03 - Didattica E Pedagogia Speciale
978-88-6760-707-5
Di Vita, A., Zanniello, G. (2020). La progettazione del sé professionale alla fine dell’adolescenza. In P. Lucisano (a cura di), Le Società per la società: ricerca, scenari, emergenze (pp. 73-81). Lecce-Brescia : Pensa MultiMedia.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10447/400346
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