Vol 16, N° 2

The teachers' expertise

L'expertise dell'insegnante

Sommario

Editoriale

The teachers’ expertise, the representation of their skills and the paths to train them and evaluate them PDF
Roberto Trinchero 1-7

Articoli

The professional profile of quality teacher PDF
Rosanna Tammaro, Marika Calenda, Concetta Ferrantino, Maura Guglielmini 8-19
The effective teacher: definition and main aspects in the educational research PDF
Eleonora Concina 20-31
Teachers’ training: an empirical study on training needs and digital skills PDF
Samuele Calzone, Claudia Chellini 32-46
Newly qualified teachers training: analysis of the Italian model in light of scientific literature and international experiences PDF
Giuseppina Rita Mangione, Maria Chiara Pettenati, Alessia Rosa 47-64
A scale for assessing Italian schools and classes inclusiveness PDF
Lucio Cottini, Daniele Fedeli, Annalisa Morganti, Stefano Pascoletti, Alessia Signorelli, Francesca Zanon, Davide Zoletto 65-87
Rubric to improve teachers’ self-assessment PDF
Francesca Pedone 88-99
The expertise of the support teacher for school inclusion: practices and research data PDF
Amalia Lavinia Rizzo 100-120
A new expertise to support school’s self-assessment PDF
Daniela Robasto 121-136
New skills for secondary school teacher: the alternation between school and work PDF
Emanuela Maria Torre 137-154
Technology competences, agency and collaborative challenges: from teacher expertise to continuing professional development PDF
Chiara Urbani 155-165
Digital Education Research (DER) as a theoretical/empirical bridge between research and training PDF
Alberto Parola 166-179
Risks and opportunities of digital technologies in the school. Reflections about planning the teacher’s training PDF
Patrizia Vayola 180-193
An experimental approach for science laboratories in the contest of science of primary education degree course PDF
Giacomo Bozzo, Orlando De Pietro, Antonella Valenti 194-212
The collaborative dimension between participation and learning in teachers’ education PDF
Susanna Annese, Fedela Feldia Loperfido 213-225
Digital storytelling and teacher education: an experience in initial teacher training PDF
Marco Lazzari 226-241
Learning to learn: comparing learning and teaching style PDF
Floriana Falcinelli, Cristina Gaggioli, Alessandra Capponi 242-257
The role of stage in teacher training for early childhood education: a debate, the University of Florence and the University of Vale do Itajaí models PDF
Claudete Bonfanti, Clara Maria Silva, Luciane Maria Schlindwein 258-270
Train teachers to transform the didactic practices. A case study PDF
Maila Pentucci 271-289
Resilience and motivation: a training course for primary teachers PDF
Sabrina Schiavone 290-304
Fleeing educators: the contribution of research in the training courses in early childhood education services PDF
Michela Schenetti, Elisa Guerra 305-318

Esperienze/Riflessioni

CLIL and CALL for a teacher’s expertise: an international training experience PDF
Letizia Cinganotto, Daniela Cuccurullo 319-336
“First of all let’s see who you are”: an educational adjustment experience in formative paths for teachers PDF
Natascia Curto 337-344
An ethics instrument in teacher training: the self-assessment model “i-SAPERI” PDF
Laura Loti 345-358
Teaching Special Education to teachers as a cultural path PDF
Cecilia Maria Marchisio 359-364
Evidence-Based Education. Ten points of dispute PDF
Camilla Moricca, Marta Pellegrini 365-373
How to teach pupils to read. Presentation of a methodology PDF
Luciana Ventriglia 374-384


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This work is licensed under a Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


 
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