Vol 16, No 2 (2016): The teachers' expertise

Issue Description

L'expertise dell'insegnante

Table of Contents

Editorial

The teachers’ expertise, the representation of their skills and the paths to train them and evaluate them
Roberto Trinchero
1-7
DOI: https://doi.org/10.13128/formare-18709

Articles

The professional profile of quality teacher
Rosanna Tammaro, Marika Calenda, Concetta Ferrantino, Maura Guglielmini
8-19
DOI: https://doi.org/10.13128/formare-18206
The effective teacher: definition and main aspects in the educational research
Eleonora Concina
20-31
DOI: https://doi.org/10.13128/formare-18200
Teachers’ training: an empirical study on training needs and digital skills
Samuele Calzone, Claudia Chellini
32-46
DOI: https://doi.org/10.13128/formare-18218
Newly qualified teachers training: analysis of the Italian model in light of scientific literature and international experiences
Giuseppina Mangione, Maria Chiara Pettenati, Alessia Rosa
47-64
DOI: https://doi.org/10.13128/formare-18255
A scale for assessing Italian schools and classes inclusiveness
Lucio Cottini, Daniele Fedeli, Annalisa Morganti, Stefano Pascoletti, Alessia Signorelli, Francesca Zanon, Davide Zoletto
65-87
DOI: https://doi.org/10.13128/formare-18512
Rubric to improve teachers’ self-assessment
Francesca Pedone
88-99
DOI: https://doi.org/10.13128/formare-18216
The expertise of the support teacher for school inclusion: practices and research data
Amalia Rizzo
100-120
DOI: https://doi.org/10.13128/formare-18258
A new expertise to support school’s self-assessment
Daniela Robasto
121-136
DOI: https://doi.org/10.13128/formare-18243
New skills for secondary school teacher: the alternation between school and work
Emanuela Maria Torre
137-154
DOI: https://doi.org/10.13128/formare-18222
Technology competences, agency and collaborative challenges: from teacher expertise to continuing professional development
Chiara Urbani
155-165
DOI: https://doi.org/10.13128/formare-17920
Digital Education Research (DER) as a theoretical/empirical bridge between research and training
Alberto Parola
166-179
DOI: https://doi.org/10.13128/formare-18321
Risks and opportunities of digital technologies in the school. Reflections about planning the teacher’s training
Patrizia Vayola
180-193
DOI: https://doi.org/10.13128/formare-18196
An experimental approach for science laboratories in the contest of science of primary education degree course
Giacomo Bozzo, Orlando De Pietro, Antonella Valenti
194-212
DOI: https://doi.org/10.13128/formare-18308
The collaborative dimension between participation and learning in teachers’ education
Susanna Annese, Fedela Feldia Loperfido
213-225
DOI: https://doi.org/10.13128/formare-18204
Digital storytelling and teacher education: an experience in initial teacher training
Marco Lazzari
226-241
DOI: https://doi.org/10.13128/formare-18226
Learning to learn: comparing learning and teaching style
Floriana Falcinelli, Cristina Gaggioli, Alessandra Capponi
242-257
DOI: https://doi.org/10.13128/formare-18203
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
Claudete Bonfanti, Clara Maria Silva, Luciane Maria Schlindwein
258-270
DOI: https://doi.org/10.13128/formare-18116
Train teachers to transform the didactic practices. A case study
Maila Pentucci
271-289
DOI: https://doi.org/10.13128/formare-18319
Resilience and motivation: a training course for primary teachers
Sabrina Schiavone
290-304
DOI: https://doi.org/10.13128/formare-18210
Fleeing educators: the contribution of research in the training courses in early childhood education services
Michela Schenetti, Elisa Guerra
305-318
DOI: https://doi.org/10.13128/formare-18217

Practices/Considerations

CLIL and CALL for a teacher’s expertise: an international training experience
Letizia Cinganotto, Daniela Cuccurullo
319-336
DOI: https://doi.org/10.13128/formare-18301
“First of all let’s see who you are”: an educational adjustment experience in formative paths for teachers
Natascia Curto
337-344
DOI: https://doi.org/10.13128/formare-18225
An ethics instrument in teacher training: the self-assessment model “i-SAPERI”
Laura Loti
345-358
DOI: https://doi.org/10.13128/formare-18318
Teaching Special Education to teachers as a cultural path
Cecilia Maria Marchisio
359-364
DOI: https://doi.org/10.13128/formare-18224
Evidence-Based Education. Ten points of dispute
Camilla Moricca, Marta Pellegrini
365-373
DOI: https://doi.org/10.13128/formare-17878
How to teach pupils to read. Presentation of a methodology
Luciana Ventriglia
374-384
DOI: https://doi.org/10.13128/formare-17928
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