University education: quality, effectiveness, teacher training Barbara Bruschi, Maria Ranieri 1-6 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22954
Shop talk: talking shop about creating safe spaces in the HBCU classroom Jayne Cubbage 7-22 PDF DOI: https://doi.org/10.13128/formare-22635
Developing effective teaching in Higher Education Cristina Coggi, Paola Ricchiardi 23-38 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22452
Qualifying faculty teaching competences. The pilot experience at Politecnico di Torino Anna Serbati, Ettore Felisatti, Lorenza Da Re, Anita Tabacco 39-52 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22548
Learning to teach: the pilot programme to improve faculty members teaching skills at the University of Milano-Bicocca Elisabetta Nigris 53-66 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22603
Building cases for faculty development in e-learning: a design-based approach Maria Ranieri, Juliana Raffaghelli, Francesca Pezzati 67-82 PDF DOI: https://doi.org/10.13128/formare-22482
Contextualising teaching. Teaching practice developed by expert teacher educators Adula Bekele Hunde, Giuseppe Tacconi 83-96 PDF DOI: https://doi.org/10.13128/formare-22962
Involving students in teaching: analysis of an educational innovation pathway at University Graziano Cecchinato, Laura Carlotta Foschi 97-110 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22539
The “transversal skills” in academic teaching practices Patrizia Magnoler 111-124 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22574
Reflective practices vs. constructive practices in the implementation of a grammar tutor for Erasmus students: a preliminary study Silvia Gasparini 125-136 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22481
Qualitative syntheses of research in the field of higher education: methodological perspectives, heuristic procedures and practical applications Francesco Fabbro 137-149 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22567
Learning strategies, decision-making styles and conscious use of technologies in initial teacher education Alessandra La Marca, Elif Gülbay, Valeria Di Martino 150-164 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22617
University teaching innovation and ICT Barbara Bruschi, Emanuela Torre 165-178 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22509
Evaluating online learning: a review of studies on e-testing in the university context Andrea Nardi 179-191 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22553
SLD: promoting continuity between School and University education. Results of a screening program in Calabria Lorena Montesano, Antonella Valenti 192-206 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22313
Improving intentions to teach in inclusive classrooms: the impact of teacher education courses on future Learning Support Teachers Paola Aiello, Umesh Sharma 207-219 PDF DOI: https://doi.org/10.13128/formare-22605
Primary and pre-primary teacher initial education and training in Bergamo in the European context: feature and challenges Cristina Casaschi 220-233 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22586
ECEC in the European Union: analysis and governance of ECEC systems of four Member States Clara Silva, Enrica Freschi, Paola Caselli 234-247 PDF DOI: https://doi.org/10.13128/formare-22725
From needs’ analysis to Community of Practice about Teaching and Learning in HE: the University of Genoa’s experience Antonella Lotti 248-255 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22550
The Service for didactics and teacher training of Applied Sciences and Arts of Southern Switzerland Fulvio Poletti 256-268 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22593
A training experience for professors of the University of Cagliari Diletta Peretti, Raffaela Tore 269-278 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22600
eTwinning Traineeship: An Internationalization Model for the Study Course in Primary Education Vanna Boffo, Francesca Mancini, Margherita Bellandi 279-289 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22549
Transforming traditional lectures into a flipped classroom: an experience in a curriculum of Introduction to Clinical Medicine Fabrizio Consorti, Valentina Mingarelli 290-301 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22476
Innovating university teaching: the experience of the laboratory of History of education and children's literature of the University of Turin Francesca Davida Pizzigoni 302-310 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22501
Pre-teachers training in digital competence: a workshop experience on coding Floriana Falcinelli, Martina Sabatini, Elisa Nini 311-322 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22500
Rethinking post-graduate training in the age of distraction. The experience of the course “Digital competences at school” Isabella Bruni, Andreas Formiconi, Manuela Delfino 323-332 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22700
Inclusive Didactics at the University: innovation and training success of students with Special Educational Needs Lucia de Anna, Alessio Covelli 333-345 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22505
ICT in higher education. The review process of an assessment tool of technological competences of students with visual impairments Rosa Bellacicco, Alessia Farinella 346-356 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22502
European preschools in nature. Principles and evidence in international references Maja Antonietti 357-367 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22557
Cards as a tool in history teaching Marcella Banfi, Valeria Caresano, Loredana De Santis, Amanda Di Ferdinando, Valeria Ettori, Anna Fazi, Alice Ongaro, Monica Romano 368-378 PDF (Italiano) DOI: https://doi.org/10.13128/formare-21246
