Working in the school as a complex organization. Theoretical perspectives, models, professionalism for the Secondary School Lucia Balduzzi, Giovanna Del Gobbo, Loredana Perla 1-8 PDF (Italiano) DOI: https://doi.org/10.13128/formare-23774
The influence of personal knowledge in the teacher’s profession Francesco Lo Presti, Alessandra Priore 9-22 PDF (Italiano) DOI: https://doi.org/10.13128/formare-23133
Teacher leadership as a key element for enhancing teacher professional development Maria Flores 23-32 PDF DOI: https://doi.org/10.13128/formare-23365
Italian teachers and Technology-Knowledge training Nicoletta Di Blas, Manuela Fabbri, Luca Ferrari 33-47 PDF (Italiano) DOI: https://doi.org/10.13128/formare-23256
The systemic thinking of the school middle-manager. Ideas for professionalization Laura Sara Agrati 48-61 PDF (Italiano) DOI: https://doi.org/10.13128/formare-23354
Accompanying training professionalization processes, using didactic and research in a complex perspective Muriel Frisch 62-75 PDF DOI: https://doi.org/10.13128/formare-23470
The influence of the time variable on Invalsi Tests of math Stefania Pinnelli, Marina De Nunzio 76-88 PDF (Italiano) DOI: https://doi.org/10.13128/formare-23126
Boundary spanners: a study about teacher-tutors’ orientations of School-Work Alternation programs Concetta Tino 89-102 PDF (Italiano) DOI: https://doi.org/10.13128/formare-23141
Professional development to support teaching innovation. The experiences of the schools leading the Avanguardie Educative Movement Chiara Giunti, Massimiliano Naldini, Lorenza Orlandini 103-115 PDF (Italiano) DOI: https://doi.org/10.13128/formare-23109
Innovative teaching methods. Effective solutions to complex contests Chiara Panciroli, Laura Corazza, Patrizio Vignola, Elena Marcato, Daniela Leone 116-129 PDF (Italiano) DOI: https://doi.org/10.13128/formare-23349
Videorecording in classroom: the reflective practitioner in the mirror Elena Mosa, Silvia Panzavolta, Francesca Storai 130-139 PDF (Italiano) DOI: https://doi.org/10.13128/formare-23188
PF24 and training for teachers: a workshop approach proposal Claudia Andreini, Barbara Valtancoli 140-151 PDF (Italiano) DOI: https://doi.org/10.13128/formare-23342
The teaching by competences week: the school as a laboratory forge Mariarosaria De Simone, Anna Muto 152-163 PDF (Italiano) DOI: https://doi.org/10.13128/formare-23152
A Rounder Sense of Purpose: developing and assessing competences for educators of sustainable development Paul Vare 164-173 PDF DOI: https://doi.org/10.13128/formare-23712
Contributions from the clinic of activity to teacher’ training: understanding the school context Laura Pizzi, Wanessa Melo 174-185 PDF DOI: https://doi.org/10.13128/formare-23345
University training about gender equality: approach to reality and socio-affective method as sensitizing strategies Carolina Hamodi Galán, Claudia Contreras Contreras 186-196 PDF DOI: https://doi.org/10.13128/formare-23344
Teachers’ training in Marche Region (IT): ICT and continuing professional development Laura Ceccacci 197-207 PDF (Italiano) DOI: https://doi.org/10.13128/formare-22947
Education and democracy: the experience of a participatory action research with upper secondary education teachers in a Piemonte area Cristina Boeris 208-217 PDF (Italiano) DOI: https://doi.org/10.13128/formare-23125
