Contained in:
Book Chapter

Guidance Specificity in Educational Research. Criticisms and Area of Intervention in Higher Education

  • Antonia Cunti

The purpose of this paper is to discuss and reflect on the Neapolitan section of the PRIN project from a critical perspective. The research underlines the relevance of combining the dimensions of meaning, continuity, and change, giving individuals the chance to try out promising educational itineraries where guidance is understood as a pedagogical tool of higher education contexts

  • Keywords:
  • higher education,
  • personal and professional identity,
  • self-realization,
  • guidance,
  • counseling,
+ Show More

Antonia Cunti

University of Naples Parthenope, Italy - ORCID: 0000-0001-5615-4576

  1. Alberici A. 2002, Imparare sempre nella società della conoscenza, Bruno Mondadori, Milano.
  2. Bateson G. 1976, Verso un’ecologia della mente, Adelphi, Milano (orig. ed. 1972).
  3. Bauman Z. 2002, Modernità liquida, Laterza, Roma-Bari (orig. ed. 2000).
  4. Bauman Z. 2006, Vita Liquida, Laterza, Roma-Bari (orig. ed. 2005).
  5. Beck U. 2000, La società del rischio. Verso una seconda modernità, Carocci, Roma (orig. ed. 1986).
  6. Benasayag M. and Schmit G. 2004, L’epoca delle passioni tristi, Feltrinelli, Milano (orig. ed. 2004).
  7. Berlin I. 1989, Quattro saggi sulla libertà, Feltrinelli, Milano (orig. ed. 1969).
  8. Cambi F. 2006, Abitare il disincanto. Una pedagogia per il postmoderno, UTET, Torino.
  9. Cunti A. 2008, Aiutami a scegliere. Percorsi di orientamento per progettare e progettarsi, FrancoAngeli, Milano.
  10. Cunti A. and Priore A. 2014, Riflessività a scuola. Tra resistenze al cambiamento ed aperture formative, «Educational Reflective Practices», IV (1), 82-100.
  11. Cunti A., Priore A. and Bellantonio S. 2015, Superare la crisi coltivando il desiderio. Per una formazione che orienti nella società del disincanto, «METIS – Mondi educativi. Temi, Indagini, Suggestioni», V (1), 26-40.
  12. Domenici G. 2009, Manuale dell’orientamento e della didattica modulare, Laterza, Roma-Bari.
  13. ELGPN 2017, Guidance for Policies and Systems Development for Lifelong Guidance. A Reference Framework for the EU and for the Commission, <http://www.elgpn.eu/publications/browse-by-language/english/elgpn-tools-no-6-guidelines-for-policies-and-systems-development-for-lifelong-guidance> (01/18).
  14. Fabbri L. and Melacarne C. 2015, Apprendere a scuola. Metodologie attive di sviluppo e dispositivi riflessivi, FrancoAngeli, Milano.
  15. Fedeli M., Grion V. and Frison D. (eds.) 2016, Coinvolgere per apprendere. Metodi e tecniche partecipative per la formazione, Pensa Multimedia, Lecce.
  16. Guichard J. 2005, Lifelong Self-Construction, «International Journal for Educational and Vocational Guidance», V (2), 111-124.
  17. Guichard J. 2010, Les théories de la construction des parcours professionnels et de la construction de soi: Deux approches de la construction de la vie individuelle, Paper presented at Colloque International INETOP, Paris.
  18. Guichard J. and Di Fabio A. 2010, Life-designing counseling: specificità e integrazioni della teoria della costruzione di carriera e della teoria della costruzione di sé, «Counseling», III (3), 277-289.
  19. Guichard J. 2012, How to Help Emerging Adults Develop their Career and Design Their Lives in an Age of Uncertainty? «Cypriot Journal of Educational Sciences», VII (4), 298-310.
  20. ISTAT 2016, Il mercato del lavoro negli anni della crisi, Rapporto annuale 2016.
  21. Lash C. 1996, L’io minimo. La mentalità della sopravvivenza in un’epoca di turbamenti, Feltrinelli, Milano (orig. ed. 1984).
  22. Morin E. 2001, I sette saperi necessari all’educazione del futuro, Raffaello Cortina, Milano (orig. ed. 2000).
  23. OCSE/OECD 2017, Definition and Selection of Key Competencies Executive Summary, <http//www.oecd.org/dataoecd/47/61/35070367.pdf> (01/18).
  24. Savickas M.L. 2001, Toward a Comprehensive Theory of Career Development: Disposition, Concerns and Narratives, in Leong F.T.L. and Barak A. (eds.), Contemporary Models in Vocational Psychology: A Volume in Honor of Samuel H. Osipow, Lawrence Erlbaum, Mahwah, 295-320.
  25. Savickas M.L. 2002, Career Construction. A Developmental Theory of Vocational Behavior, in Brown D. and associated (ed.), Career Choice and Development, Jossey-Bass, San Francisco, 149-205.
  26. Savickas M.L. 2005, The Theory and Practice of Career Construction, in Brown S.D. and Lent R.W. (eds.), Career Development and Counseling: Putting Theory and Research to Work, John Wiley & Sons, Hoboken, 42-70.
  27. Savickas M.L. 2011, Career Counseling, American Psychological Association, Washington.
  28. Savickas M.L. 2015, Designing Projects for Career Construction, in Young R.A., Domene J. and Valach L. (eds.), Counseling and Action, Springer, New York, 16-17.
  29. Savickas M.L. et al. 2009, Life Designing: A Paradigm for Career Construction in the 21st Century, «Journal of Vocational Behavior», 75, 239-250.
  30. Sen A.K. 2000, Lo sviluppo è libertà, Mondadori, Milano (orig. ed. 1999).
  31. Sennet R. 2010, L’uomo flessibile. Le conseguenze del nuovo capitalismo sulla vita delle persone, Feltrinelli, Milano (orig. ed. 1999).
  32. Simeone D. 2002, La consulenza educativa. Dimensione pedagogica della relazione d’aiuto, Vita e Pensiero, Milano.
PDF
  • Publication Year: 2018
  • Pages: 103-113
  • Content License: CC BY 4.0
  • © 2018 Author(s)

XML
  • Publication Year: 2018
  • Content License: CC BY 4.0
  • © 2018 Author(s)

Chapter Information

Chapter Title

Guidance Specificity in Educational Research. Criticisms and Area of Intervention in Higher Education

Authors

Antonia Cunti

Language

English

DOI

10.36253/978-88-6453-672-9.17

Peer Reviewed

Publication Year

2018

Copyright Information

© 2018 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Bibliographic Information

Book Title

Employability & Competences

Book Subtitle

Innovative Curricula for New Professions

Editors

Vanna Boffo, Monica Fedeli

Peer Reviewed

Number of Pages

510

Publication Year

2018

Copyright Information

© 2018 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/978-88-6453-672-9

ISBN Print

978-88-6453-671-2

eISBN (pdf)

978-88-6453-672-9

eISBN (xml)

978-88-9273-119-6

Series Title

Studies on Adult Learning and Education

Series ISSN

2704-596X

Series E-ISSN

2704-5781

201

Fulltext
downloads

224

Views

Export Citation

1,347

Open Access Books

in the Catalogue

2,262

Book Chapters

3,790,127

Fulltext
downloads

4,421

Authors

from 923 Research Institutions

of 65 Nations

65

scientific boards

from 348 Research Institutions

of 43 Nations

1,248

Referees

from 380 Research Institutions

of 38 Nations