School-work Alternation

School-work Alternation
the voice of teacher-tutors/coordinators
What is School-Work Alternation ?
School-Work Alternation (SWA) is “[…] a way to realize training and
educational pathways, implemented and evaluated by the schools in
partnership with business- organizations,[…], guaranteeing young people,
both the basic knowledge, and the acquisition of skills that they can use
in the world of work [...]. (L.D. n.77-2005; L.107/2015)
School-Work Alternation: the voice of teacher-tutors
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Italy-Europe
(Cedefop, 2014; Censis, 2011)
•  Drop out 17-18%
ITALY
EUROPE
•  Drop out 11%
•  Unemployment (20-34) 21.7%
•  Unemployment 15.1%
•  NEET (18-24) 22.1%- 29.3%
•  Gap between school-subjects content
and real needs.
•  Fragmented SWAp
•  Compulsory system (L.n.107/2015)
•  NEET 17 %
•  Strategy of Lisbon 2000
•  Strategy of Europe 2020
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Theoretical Framework
Cultural-Historical Activity Theory (CHAT)
(Engeström,Y., 1987;1999; 2001;2005; Engeström et al., 1995; Engeström 2014).
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Purpose and Research Questions
Purpose
To investigate the key-role that teachers (tutors and coordinators) played
within the Italian SWA programs.
Research questions:
1)  What are the real tasks of tutors and coordinators in Italian SWA
programs?
2)  In which way do they support School-Work partnership?
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Research design
v Context
v Method&tools
v Par1cipants
v Results
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RESEARCH CONTEXT
TECHNICALschool
SCORE:96
REGION:Lombardia
City:Luino
LICEOschool
SCORE:94
REGION:Piemonte
City:Casale
Monferrato
TECHNICALschool
SCORE:94
REGION:Piemonte
City:CasaleMonferrato
TECHNICALschool
SCORE:88
REGION:Veneto
City:Treviso
LICEOschool
SCORE:96
REGION:Liguria
City:LaSpezia
VOCATIONAL
school
SCORE: 94
REGION: Friuli
Venezia-Giulia
City: Pordenone
TECHNICALschool
SCORE:96
REGION:Liguria
City:LaSpezia
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Method- Participants
METHODANDTOOLS
PARTICIPANTS
QUALITATIVEAPPROACH
Semistructuredinterviews
focusedon:
Tasks
Partnership
Students’trainingproject
Learning
Evalua1on
Weaknesses/strengths
Ø 
Ø 
Ø 
Ø 
Ø 
Ø 
Tooloftextanalysis:Atlas.1.07
par1cipants:
Ø  7teacher-tutorsofSWA
programs
Ø  7teacher-coodinatorsofSWA
programs
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Results (1)
RQ1: What are the real tasks of tutors and coordinators
in Italian SWA programs?
Themes:
1.  The concrete development of school-work partnership
2.  The correct student-workplace matching
3.  The organization of the SWA experience
4.  The preparation of all the documents (mediating artifacts)
5.  The monitoring and the evaluation of SWA experiences
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Results (2)
RQ2: In which way do they support School-Work partnership?
Themes:
1. 
The internal and external communication is a way to support
School-Work partnership.
2.  The effort to to combine the different perspectives ( boundary
zone)
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Conclusions and implications
Conclusions
At the moment the two systems (school - work) are leaving within their
boundaries.
Teacher- tutors and teacher-coordinators are playing an important
role within SWA programs.
Implications:
In order to promote a real partnership between School-Work the two
systems need to find new forms of cooperation (reflection on mutual
interest)
In order to promote a stronger partnership between School-Work,
teacher- tutors and teacher-coordinators need to develop new skills.
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References (1)
•  Engeström Y. (1987). Expansive Learning at Work: toward an activity
theoretical conceptualization. Journal of Education and Work,14, (1), 133156.
•  Engeström, Y. (1999). Innovative learning in work teams: analysing cycles of
knowledge creation in practice. In Y. Engeström, R. Miettinen & R.L.
Punamäki (eds.), Perspectives on Activity Theory (pp. 377-406). Cambridge,
MA: Cambridge University Press.
•  Engestrom, Y. (2001). Expansive Learning at Work: toward an activity
theoretical reconceptualization. Journal of Education and Work, 14(1), 133–
156. https://doi.org/10.1080/13639080020028747
•  Engeström, Y. (2005). Developmental work research: Expanding activity
theory in practice (Vol. 12). Germany: Lehmanns Media.
•  Fabbri, L. (2007). Comunità di pratiche e apprendimento riflessivo: per una
formazione situata. Carocci.
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References (2)
•  Lave, J. (1988). Cognition in practice. Cambridge, MA: Cambridge
University Press.
•  Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral
participation. Cambridge, MA: Cambridge University Press.
•  Tino, C., & Fedeli, M. (2015). L’Alternanza Scuola-Lavoro: uno studio
qualitativo [School-Work Alternantion: a qualitative study]. Form@reOpen Journal per la formazione in rete, 3(15), 213-231. ISSN 1825-7321
- DOI: http://dx.doi.org/10.13128/formare-17177
•  Tuomi-Gröhn, T., & Engeström, Y. (Eds.). (2003). Between school and
work: New perspectives on transfer and boundary-crossing. Taylor &
Francis US.
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Thank you !
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conce&a)[email protected]
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