Formarsi alla “cura”: la costruzione dell’epistemologia nelle professioni educative
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Abstract
The current context in which the educational professions operate - especially after the Covid-19 pandemic, which has strongly highlighted the complexity and criticalities of health and care professions - requires a high level of responsibility of professionals in terms of understanding, updating and using their professional practical knowledge.
The paper examines the nature, generation and development of professional practical knowledge of the educational professions, in the field of health and care.
What constitutes practical knowledge? How is this knowledge created and developed? What roles do education professionals play in understanding and developing their practical knowledge? The rapidly changing world of work and society are providing many challenges to the adequacy of the knowledge bases of the educational professions, the ability to reflect and develop their knowledge to meet the needs of the community. These problems are examined in this article, with a focus on the Iori Law on educational professions (L. 205/17) and subsequent amendments concerning the socio-health field.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Gli autori che pubblicano su questa rivista accettano le condizioni previste dalla licenza Creative Commons Attribution-NonCommercial-NoDerivatives 4.0:
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.