Vol. 18 No. 2 (2018): Working in the school as a complex organization
Articles

Boundary spanners: a study about teacher-tutors’ orientations of School-Work Alternation programs

Concetta Tino
Università degli Studi di Padova

Published 2018-07-31

Keywords

  • boundary spanner,
  • partnership,
  • School-Work Alternation,
  • task orientation,
  • networking orientation

How to Cite

Tino, C. (2018). Boundary spanners: a study about teacher-tutors’ orientations of School-Work Alternation programs. Form@re - Open Journal Per La Formazione in Rete, 18(2), 89–102. https://doi.org/10.13128/formare-23141

Abstract

Nowadays, school and work need to cooperate as open systems to face the challenges of knowledge and work’ changes and quick transformations. The introduction of the School-Work Alternation system as a compulsory strategy, by the law 107/2015, aiming at supporting this process is not enough for the implementation of the needed changes. It requires a strong partnership between the two systems that need to be constantly supported and innovated by the collaboration of teacher-tutors involved. In this perspective, their role was investigated as boundary spanners (Wreets & Sandmann, 2010) between the school and work systems, through a quantitative approach. Findings showed the most important predictors of teacher-tutors’ boundary spanners orientations as well as some practical implications.

 

Boundary spanners: uno studio sugli orientamenti dei docenti-tutor dell’Alternanza Scuola-Lavoro

Oggi scuola e lavoro necessitano di cooperare come sistemi aperti per fronteggiare i cambiamenti e le repentine trasformazioni della conoscenza e del lavoro. L’introduzione dell’obbligatorietà dell’Alternanza Scuola-Lavoro, con la L. n. 107/2015, come strategia obbligatoria a supporto di tale processo non è sufficiente per l’implementazione dei cambiamenti necessari. Questi richiedono una solida partnership tra i due sistemi, che necessita di esser costantemente supportata e rinnovata con la collaborazione dei docenti-tutor coinvolti. In questa prospettiva, il loro ruolo è stato investigato come funzione di boundary spanners (Wreets & Sandmann, 2010) tra i sistemi scuola-lavoro, mediante un approccio quantitativo. I risultati ottenuti hanno dimostrato quali sono i più importanti predittori degli orientamenti di boundary spanners dei docenti-tutor e quali le implicazioni pratiche.

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