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L’autobiografia come metodo educativo, autoeducativo e di ricerca nella prospettiva del «lifelong learning»: progetto per una indagine esplorativa

Gabriella Aleandri, Vincenza Russo

Abstract


Autobiography as an educational, self-educational and research method in a lifelong learning way: an exploratory survey project.

Qualitative research in educational sciences and, specifically, autobiographical methods in pedagogical research and education are gradually spreading, as they can be used in different contexts of life and environments. After a long-lasting debate between the supporters of quantitative methodologies and supporters of qualitative methodologies, they came to a conciliation with the so-called mixed methods. Multi-year research project and sub-projects presented used different samples: teachers and educators, and detainees. They were asked to fill an autobiographical writing format, which stimulates personal reflection and recovery of experiences through cognitive, affective, emotional, perceptive solicitations to achieve better identity awareness and orienteering to improve and plan own future in LLL way. Data analyses had carried out using both quantitative, through main statistical methods, and qualitative methodologies, through an original method inspired by Grounded Theory by Glaser and Strauss. To the detainees, a cognitive and satisfaction questionnaire had administrated using the same data analysis methodologies. Main results show that most people of samples have a great desire to take time to reflect on themselves and on their own experiences, to communicate and share them, because they said autobiographical writing experience was very involving, challenging, agreeable, useful and educational/self-educational, as it allows increasing their awareness and desire to improve themselves. As results showed, usefulness of autobiographical methods in pedagogical research had confirmed: they allow achieving multiple goals, primarily confirming the questions made.


Keywords


Autobiographical methods; Education; Mixed Methods; Grounded Theory; Lifelong learning; Educazione; Metodi autobiografici; Metodi misti

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DOI: https://doi.org/10.7358/ecps-2017-016-alea



 


Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University


Executive Editor: Gaetano Domenici - Managing  Editor: Valeria Biasci
Editorial Board: Giuditta Alessandrini - Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi