Innovazione didattica con il Situated Learning e il Work-Based Learning: una indagine esplorativa sull’Alternanza Scuola Lavoro

Abstract

Situated teaching methodologies constitute an innovative perspective of the teaching practice, especially if applied in the extended educational context of the school and the extra-school, as in the case of the School-Work Alternation. Conceived within the Italian law 107 of 07132015, it has initiated new ways of collaboration between the school and the professional world with a networking involvement which re-situates both disciplinary and transversal learning, in a perspective of authentic acuisition on the field. Starting from these premises, the present exploratory survey was based on the analysis of the semi-structured interviews administered to 63 School-Work Alternation referent teachers of the provinces of Agrigento, Caltanissetta, Palermo and Trapani. The interviews, recorded and transcribed, were analyzed through the ATLAS.TI coding software.