The teachers’ expertise, the representation of their skills and the paths to train them and evaluate them Roberto Trinchero 1-7 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18709
The professional profile of quality teacher Rosanna Tammaro, Marika Calenda, Concetta Ferrantino, Maura Guglielmini 8-19 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18206
The effective teacher: definition and main aspects in the educational research Eleonora Concina 20-31 PDF (Italiano) 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 PDF (Italiano) 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 PDF (Italiano) 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 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18512
Rubric to improve teachers’ self-assessment Francesca Pedone 88-99 PDF (Italiano) 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 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18258
A new expertise to support school’s self-assessment Daniela Robasto 121-136 PDF (Italiano) 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 PDF (Italiano) 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 PDF (Italiano) 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 PDF (Italiano) 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 PDF (Italiano) 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 PDF (Italiano) 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 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18204
Digital storytelling and teacher education: an experience in initial teacher training Marco Lazzari 226-241 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18226
Learning to learn: comparing learning and teaching style Floriana Falcinelli, Cristina Gaggioli, Alessandra Capponi 242-257 PDF (Italiano) 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 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18116
Train teachers to transform the didactic practices. A case study Maila Pentucci 271-289 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18319
Resilience and motivation: a training course for primary teachers Sabrina Schiavone 290-304 PDF (Italiano) 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 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18217
CLIL and CALL for a teacher’s expertise: an international training experience Letizia Cinganotto, Daniela Cuccurullo 319-336 PDF (Italiano) 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 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18225
An ethics instrument in teacher training: the self-assessment model “i-SAPERI” Laura Loti 345-358 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18318
Teaching Special Education to teachers as a cultural path Cecilia Maria Marchisio 359-364 PDF (Italiano) DOI: https://doi.org/10.13128/formare-18224
Evidence-Based Education. Ten points of dispute Camilla Moricca, Marta Pellegrini 365-373 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17878
How to teach pupils to read. Presentation of a methodology Luciana Ventriglia 374-384 PDF (Italiano) DOI: https://doi.org/10.13128/formare-17928
