Newsgroup: it.istruzione.scuola
Titolo: Helping profession???

 
Vi sottopongo uno stralcio sul presunto ruolo del docente nei "new pedagogical trends" e vi chiedo 
a) un commento
b) se vi risulta che questo tipo di impostazione faccia effettivamente parte della letteratura mainstream sul ruolo del docente o se gli autori stanno semplicemente portando avanti un punto di vista di parte rispetto a un qualche dibattito pubblico
 
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The teacher's identity. Culture transmission or helping profession? 
 
While presently many Italian teachers may have come to see their profession as a helping profession, not all of them might be willing to accept this role. Some decades ago the teacher used to view oneself as an expert in a discipline only bound to transfer one's knowledge to pupils, without even bothering whether they were interested or able to learn it; if learning did not occur, the teacher might impute this to the student's cognitive skills or to his/her own incapacity in explaining or evaluating; only some teachers wondered if it was because a share of the student's attention was taken by affective problems (like parents' divorce, family abuse or so). Even the teacher who took into account the affective relationship with the student might at most use it, not always with total awareness, to enhance the students' learning motivation, but did not see it as a crucial aspect of teaching. Such an old-fashion pedagogical model was attacked as obsolescent and authoritarian by the new pedagogical trend. The new teacher outlined by recent education sciences is more friendly and less formal and, in case of failure, is willing to change one's teaching style or to try to understand if the student has personal problems that block his efficacy. Yet, not necessarily are all present teachers willing to give up the old model, also because helping professions are often seen as less prestigious than other jobs. Why should a teacher who thinks s/he is underestimated, underpaid and not so respected accept a less prestigious job? So the teacher must confront a choice: either to maintain an old conception of teaching that s/he anyway considers more prestigious even if others view them as outdated, or to accept the mainstream and adopt a conception of teaching in which the teacher gets involved in the relationship with the student.
Incidentally, recently OECD (Organization for Economic Co-Operation and Development) explicitly claimed that school rejection is detrimental from an economic point of view, since the rejected student costs more to the State which supports him/her during the whole course of studies. In view of this, a teacher of the former kind, not so indulgent with students, should be reject as harmful by school policies. This implies that the teachers still adopting the "old" view of teaching tend to meet more and more hostility: not only the obvious hostility of students and parents, but also the subtle one of colleagues and principals, defending the students that, if massively rejected, would cast discredit on the school. 
 
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Tratto da:
http://europa.uniroma3.it/dse/files/3038775b-5113-4eeb-b03e-cbe37856716d.pdf
 


 
scusa... ma tu non hai mai sentito minchiate del tipo "la scuola che
boccia, boccia anche sè stessa"?
Cmq... che si fosse attaccati a un vecchio modello comportamentale per 
compensare la mancanza di riconoscimento mi mancava.
L'autore di questo documento deve essere uno psicologo.
 
..


beh, anche se scritto in inglese, parrebbe fuffa itagliotica 
doc ...
 
 
tra l'altro <<a teacher of the former kind, not so indulgent 
with students, should be reject as harmful by school policies>>
 
ho apprezzato il should be reject, segno che chi scrive 
should have ben rejectED himself formerly :)
 
-- 
1) Resistere, resistere, resistere.
2) Se tutti pagano le tasse, le tasse le pagano tutti
Soviet_Mario - (aka Gatto_Vizzato)
 
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 doc ...
 
anche senza andare a vedere il link... ;-)
 
Earendil