Job Shadowing al Peano

Dal 7 al 12 novembre 2022 si è svolta, presso il nostro istituto, una esperienza di Job Shadowing.

L’attività di Job Shadowing mira principalmente ad un arricchimento professionale, culturale e umano degli insegnanti che vi partecipano, consentendo di approfondire le metodologie formative, i materiali didattici e gli strumenti utilizzati. Il job shadowing, in alternativa ai corsi di formazione più strutturati, è un'ottima opportunità per osservare il lavoro dei colleghi all'estero, costruire relazioni, scambiare esperienze e acquisire nuove strategie di insegnamento e valutazione. Il livello di coinvolgimento degli insegnanti ospiti viene modulato in base alla conoscenza della lingua Inglese dei docenti coinvolti ed alla specifica attività previste, quali ad esempio compresenza in laboratorio, lezione frontale, etc...

Questo tipo di  esperienza rappresenta dunque un possibile miglioramento della collaborazione tra insegnanti di diversi Paesi e un’azione concreta nella direzione  di una reale dimensione europea dell'insegnamento.

L'attività è stata promossa da: HumaCapiAct

Phone: (+39) 3208917912

E-mail: info@humacapiact.com

Web Site: www.humacapiact.com

Istituto di Provenienza:

Střední průmyslová škola Třebíč, Manželů Curieových 734,674 01 Třebíč - CZECH REPPUBLIC

(Istituto tecnico secondario SPST https://www.spst.cz/) 

I docenti partecipanti:

Dostál Jaroslav Hána Jan Loup Martin Růžička Jose Vafková Petra Havlátová Eva

La nostra esperienza: l’organizzazione dell’affiancamento

La testimonianza di Josef Růžička:  

From 7th to 12th November, six teachers from Secondary Industrial School in Třebíč, Czech Republic visited Technical Institute for Electronics & Electrical Engineering, Information Technology and Telecommunications, Applied Science Lyceum in Torino, Italy.

The topic of this visit was job shadowing teachers in three different types of subjects: mathematics, information technology and electronics. Our group was divided into three pairs and each pair had different schedule for every day of the visit.

Considering every subject separately, we have seen many inspiring ways to teach. Here are a few of those:

Mathematics – using the Geogebra software to illustratively show students graphs of functions that are being discussed, thus enhancing the connection between written and graphic form of functions.

Information technology – assigning students a project of creating their own PC game to develop and practice their skills in programming.

Electronics – explaining theoretical basics of electronic components, assigning a specific circuit to compute all the parameters and practically assembling the circuit with the following measurement of the parameters provide students a complete understanding of the discussed topic. Additionaly, students often use the breadboard in electronics classes to assemble the circuits they discuss in theoretical lessons to deepen the connection between their knowledge and practical skills.

Also, there are usually two teachers present in the classroom where practical lessons take place. The first one explains the theory/task and the second one helps students individually if needed. This procedure guarantees that all students are able to finish their task in given time.

From our perspective, appropriate tempo of lessons and willingness to help from the side of the teacher makes the learning process in this instutude very attractive.

One thing we would like to implement in our school is adding a few more lessons for assembling circuits on breadboard in our first year classes of electronics. We also hope to further cooperate with the technical institute – for example to arrange the visit of their teachers to our school.

Josef Růžička