Interrogating transitions between learning contexts. A comparison among different theoretical approaches

Authors

  • Alessandro Ferrante Università di Milano-Bicocca
  • Andrea Galimberti Università di Milano-Bicocca

DOI:

https://doi.org/10.6092/issn.1970-2221/7846

Keywords:

transition, learning context, reflective approaches, sociomaterial approaches, systemic approaches

Abstract

What is the relation between what happens in every day educational practices and those contexts aimed at training practitioners (“second level” contexts)? How is it possible to translate awareness developed during pedagogical counselling and supervision into daily educational experiences? How learning experiences developed in a given context can be translated into situations other than those in which they originated?

Starting from these questions, this contribution aims to critically address, on a theoretical and methodological level, the issue of “translating” learning processes achieved during “second-level” training settings into a “first-level” context. We will explore this problem by referring to reflective, sociomaterial and systemic approaches, showing how different epistemological frameworks lead to somewhat heterogeneous outcomes in defining and treating the issue under scrutiny.

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Published

2018-12-31

How to Cite

Ferrante, A., & Galimberti, A. (2018). Interrogating transitions between learning contexts. A comparison among different theoretical approaches. Ricerche Di Pedagogia E Didattica. Journal of Theories and Research in Education, 13(3), 1-26. https://doi.org/10.6092/issn.1970-2221/7846

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Section

Articles