Tutors' Relational Professionalism and Care-Based Personalisation in Italy: Facilitating Innovation in a Formalist School Culture

Autor/inn/en	Mincu, Monica; Nardi, Paolo
Titel	Tutors' Relational Professionalism and Care-Based Personalisation in Italy: Facilitating Innovation in a Formalist School Culture
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 7, S.826-842 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mincu, Monica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2137134
Schlagwörter	Tutors; Professionalism; Constructivism (Learning); Vocational Education; Teaching Methods; Case Studies; Learning Processes; School Culture; Student Centered Learning; Educational Innovation; Foreign Countries; Justice; Special Needs Students; Teacher Student Relationship; Track System (Education); Italy + Suchen Sie Ihr Suchwort? Förderlehrer; Lehrender; Tutor; Professionalität; Ausbildung; Berufsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Learning process; Lernprozess; Schulkultur; Schulleben; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Instructional innovation; Bildungsinnovation; Ausland; Gerechtigkeit; Sonderpädagogischer Förderbedarf; Teacher student relationships; Lehrer-Schüler-Beziehung; Leistungsgruppe; Leistungsdifferenzierung; Italien
Abstract	Progressivist approaches to teaching and learning are rare in the Italian school system. Equality of inputs, whole class teaching and curriculum transmission are preferred. However, the case of a vocational education and training (VET) programme, run by a private State-recognised school, shows a way forward to introduce personalised approaches in school systems characterised by formalist pedagogies. Constructivist teaching and personalised education are not, as a rule, promoted by teachers at the classroom level, due to a complexity of structural and organisational reasons that this paper will present. The difficult task of supporting fragile pupils who have experienced failure within the State school system is addressed by tutors-educators operating at the school and individual levels. We show how tutors' relational professionalism and their role of care are valuable instructional and educational resources. The data reported are based on direct observations, semi-structured interviews, and follow-up focus groups with key actors in the field. This theory-testing case study shows how a formalist culture has evolved into a student-centred organisational model. The 'affective' aspect of justice in schools represents a way forward to facilitate radical innovation in formalist cultures, in order to adapt teaching and learning to all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01