About this paper

Appears in:
Pages: 1743-1751
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1366

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

TEACHER TRAINING PATHS BETWEEN NEUROEDUCATION AND PROFESSIONAL LEARNING COMMUNITY

G. Compagno, F. Pedone

University of Palermo (ITALY)
This paper starts from the belief that a school capable of feeling and making community is regarded as a privileged context to promote both organizational and relational well-being.

The theoretical lines of the present paper show how the idea of school as a community provides the perfect context where the growth and change of the individual and the organization occur. Actually, school is, at the same time, an educational community and a learning community; it is a space of synergy between learning organization and “neuroeducational” relationships. Moreover, the concept of "school-as-a-community" interacts with that of "peer learning", which is configured as a methodology capable of simultaneously promoting the ability of realization of the individual and of the organization.

From a methodological point of view, this work documents a research project carried out with a group of 69 teachers of the first cycle of education. Moving from the problems and questions arising around their conception of school as a learning organization and their perception of the teaching relationship in neuroeducational terms, the project has been articulated into two phases. In the first one, we coped with the analysis, reflection, problematization and confrontation on the teaching profession, on the deep significance of the teaching acts and on any possible discrepancy between what is planned and what is actually achieved in practice. In the second phase, we tutored and mentored teachers in the study of the dynamics of the educational relationship in terms learning strategies, neuro-behaviors and paying particular attention to those cognitive-somatic markers implemented in teaching/learning practice.

The work highlights those aspects connected to the processes of cooperative learning among teachers, considered as systematic processes of review and revision of the practices put in place by a professional community, as well as some elements of Neuroeducation which are functional to a wider knowledge of the tools and strategies available to teachers for the implementation of their teaching relationships.
@InProceedings{COMPAGNO2016TEA,
author = {Compagno, G. and Pedone, F.},
title = {TEACHER TRAINING PATHS BETWEEN NEUROEDUCATION AND PROFESSIONAL LEARNING COMMUNITY},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1366},
url = {http://dx.doi.org/10.21125/inted.2016.1366},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {1743-1751}}
TY - CONF
AU - G. Compagno AU - F. Pedone
TI - TEACHER TRAINING PATHS BETWEEN NEUROEDUCATION AND PROFESSIONAL LEARNING COMMUNITY
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1366
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 1743
EP - 1751
ER -
G. Compagno, F. Pedone (2016) TEACHER TRAINING PATHS BETWEEN NEUROEDUCATION AND PROFESSIONAL LEARNING COMMUNITY, INTED2016 Proceedings, pp. 1743-1751.
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