Vol. 17 No. 2 (2020): n° 2 luglio-dicembre 2020
Quale formazione degli educatori per la gestione delle dinamiche relazionali e c

Il ruolo del sapere implicito nella gestione della relazione. Per una epistemologia della professionalità educativa

Francesco Lo Presti
Università degli Studi di Napoli Parthenope
Published December 24, 2020
Keywords
  • phenomenology,
  • professional training,
  • educational relationship,
  • relational skills,
  • reflexivity
How to Cite
Lo Presti, F. (2020). Il ruolo del sapere implicito nella gestione della relazione. Per una epistemologia della professionalità educativa. Rivista Italiana Di Educazione Familiare, 17(2), 53-71. https://doi.org/10.13128/rief-9547

Abstract

Educating means to accomplish a challenge that puts at the same time different degrees of complexity and difficulty. Evidently, the competences and professionalism of educators who operates in the contemporary socio-cultural complexity must have characteristics of a specialization to permit to put the emergency “in system” in any way, not being it an occasional event to manage but a condition of the work context. Starting from these premises, the paper aims to highlight the centrality that the educators’ professional training assumes in constructing transversal skills, in the proposal of a phenomenological perspective of education focused on the subjective value of experience and sense making.

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