Education professionals’ training in relation to learning objectives and learning outcomes. Sharing tests

Loretta Fabbri, Francesca Torlone

1-6

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DOI: https://doi.org/10.13128/formare-24680

Key-competences in higher education as a tool for democracy

Raffaella Rumiati, Alberto Ciolfi, Annalisa Di Benedetto, Morena Sabella, Maria Rita Infurna, Alessio Ancaiani, Daniele Checchi

7-18

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DOI: https://doi.org/10.13128/formare-24684

The core contents of pedagogy for the first degree in Education Sciences

Paolo Federighi

19-36

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DOI: https://doi.org/10.13128/formare-24609

Methods, tools and instruments for the core contents’ definition of the First degree in Education Sciences

Francesca Torlone

37-60

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DOI: https://doi.org/10.13128/formare-24682

The construction of core contents as a shared scientific practice. Methodologies for transformation of degree program design

Loretta Fabbri

61-69

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DOI: https://doi.org/10.13128/formare-24614

Towards an assessment of the disciplinary skills of the degree courses L-19. The process of test construction

Francesca Bracci, Alessandra Romano

70-80

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DOI: https://doi.org/10.13128/formare-24567

Contextualized Teaching & Learning as a Fundamental Educational Model

Massimiliano Stramaglia, Rosita Deluigi, Laura Fedeli

81-93

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DOI: https://doi.org/10.13128/formare-24020

At the beginning was the decree. Towards a shared design process between insiders and outsiders

Loretta Fabbri, Mario Giampaolo, Alessandra Romano

94-107

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DOI: https://doi.org/10.13128/formare-24092

Educators at university. A blended and problem based teaching model for the training course of “socio-pedagogical educator”

Maria Ranieri, Mario Giampaolo

108-125

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DOI: https://doi.org/10.13128/formare-24223

Potentialities of “Professional socio-pedagogical educator” Course for QA’ improvement in L-19 bachelor degree in the frame of the Bologna Process

Giovanna Del Gobbo

126-141

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DOI: https://doi.org/10.13128/formare-24477

Making educational planning: skills, methodologies, experiences

Carlo Orefice, Erina Guraziu

142-152

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DOI: https://doi.org/10.13128/formare-24155

Methods to facilitate learning processes in different educational contexts

Monica Fedeli, Daniela Frison

153-169

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DOI: https://doi.org/10.13128/formare-24001

Educational and training organizations management. Requirements to design assessment tasks in the frame of TECO-D research

Matteo Cornacchia, Paolo Sorzio

170-181

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DOI: https://doi.org/10.13128/formare-24031

The Early Childhood Education and Care system for children aged 0-6: regulatory pathway and pedagogical considerations

Clara Silva

182-192

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DOI: https://doi.org/10.13128/formare-24018

Required competences and specific training for learning tutor

Cristina Gaggioli, Moira Sannipoli

193-206

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DOI: https://doi.org/10.13128/formare-23928

Quality of life and professional orientation for people with intellectual disability: a case study in Lombardy

Emanuela Zappella

207-219

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DOI: https://doi.org/10.13128/formare-23806

The “core competence” of the Social Health Educator. Proposed models and literature review

Francesco Crisafulli

220-236

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DOI: https://doi.org/10.13128/formare-24215

Reflexive competence of adult education professionals in political adult education

Ekkhard Nuissl, Simona Sava

237-249

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DOI: https://doi.org/10.13128/formare-24192

Learning outcomes and qualifications in a changing labour market: the case of teacher education in Greece (Patras)

Georgios Stamelos, Panagiota Evangelakou

250-264

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DOI: https://doi.org/10.13128/formare-23973

Evaluating the college of Education Program in Iraq-Baghdad and Italy-Florence in terms of ESL and TESOL Standards

Bushra Alnoori

265-278

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DOI: https://doi.org/10.13128/formare-24224

Relationship between evaluation methods and learning outcome in Massive Open Online Courses (MOOC)

Paolo Raviolo

279-288

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DOI: https://doi.org/10.13128/formare-24151

Contemplative practices for the formation of educators and trainers

Mariarosaria De Simone

289-300

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DOI: https://doi.org/10.13128/formare-23821

The role of the University in skills recognition in continuing education programmes. An experience at the University of Catania

Roberta Piazza, Simona Rizzari

301-310

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DOI: https://doi.org/10.13128/formare-24140

Between prison and university. Discipline intersections to conjugate pedagogical penitentiary training

Marco Brancucci

311-321

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DOI: https://doi.org/10.13128/formare-23889

Between action and theory: a check list for teachers self-evaluation in Montessori contexts

Barbara Caprara

322-331

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DOI: https://doi.org/10.13128/formare-23930