La professione docente tra rappresentazioni e progetto formativo. Un'analisi pedagogica della competenza degli insegnanti secondari

This thesis deals with the professional characteristics of secondary school teachers, with particular regard to their competence and their education. The topic will be approached starting from the characteristics and trasnformations social research has identified concerning Italian teachers, focusing on secondary teacher training. After a brief look at Europe, the attention will be directed to Italy, with particular regard to the Postgraduate Schools of Specialisation for Secondary School Teachers (SSIS); hence the need for an analysis that focuses on teaching per se and its concrete pratice. For its nature to be fully grasped, teaching must be reconsidered as an independent object of study, a performance in which competence manifests itself and a form of action involving a set of tacit and personal knowledge. A further perspective opens up for analysis, according to which the professional characteristics of teachers are the result of an education in which the whole history of the subject is involved, in its educative, formative, professional and personal aspects. The teaching profession is imbued with implicit meanings which are inaccessible to conscience but orient action and affect the interpretation of experience. Through the analysis of three different empirical data sets, collected among teachers-in-training and teachers qualified at SSIS, I will try to investigate the actual existence, the nature and the features of such implicit knowledge. It appears necessary to put the claims of process-product approaches back in their right perspective, to the benefit of a holistic conception of teaching competence. The teacher is, at the same time, “he who is teaching” and offers a concrete receiver the fruit of an endless work of study, reflection, practice and self-update. To understand this process will mean to penetrate more and more deeply into the core of teaching and teaching competence , a competence that in some respects “is” always “that” teacher, with his or her own story, implicit knowledge and representations.

Models for reliability estimation of HVDC cable systems

The work carried out in this thesis aims at: - studying – in both simulative and experimental methods – the effect of electrical transients (i.e., Voltage Polarity Reversals VPRs, Temporary OverVoltages TOVs, and Superimposed Switching Impulses SSIs) on the aging phenomena in HVDC extruded cable insulations. Dielectric spectroscopy, conductivity measurements, Fourier Transform Infra-Red FTIR spectroscopy, and space charge measurements show variation in the insulating properties of the aged Cross-Linked Polyethylene XLPE specimens compared to non-aged ones. Scission in XLPE bonds and formation of aging chemical bonds is also noticed in aged insulations due to possible oxidation reactions. The aged materials show more ability to accumulate space charges compared to non-aged ones. An increase in both DC electrical conductivity and imaginary permittivity has been also noticed. - The development of life-based geometric design of HVDC cables in a detailed parametric analysis of all parameters that affect the design. Furthermore, the effect of both electrical and thermal transients on the design is also investigated. - The intrinsic thermal instability in HVDC cables and the effect of insulation characteristics on the thermal stability using a temperature and field iterative loop (using numerical methods – Finite Difference Method FDM). The dielectric loss coefficient is also calculated for DC cables and found to be less than that in AC cables. This emphasizes that the intrinsic thermal instability is critical in HVDC cables. - Fitting electrical conductivity models to the experimental measurements using both models found in the literature and modified models to find the best fit by considering the synergistic effect between field and temperature coefficients of electrical conductivity.