Published December 31, 2018

Issue Description

La formazione dei professionisti dell'educazione tra obiettivi formativi e learning outcomes. Prove di condivisione

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Editorial

Education professionals’ training in relation to learning objectives and learning outcomes. Sharing tests
Loretta Fabbri, Francesca Torlone
1-6
PDF (Italiano)

Articles

Making educational planning: skills, methodologies, experiences
Carlo Orefice, Erina Guraziu
142-152
PDF (Italiano)
Methods to facilitate learning processes in different educational contexts
Monica Fedeli, Daniela Frison
153-169
PDF (Italiano)
Educational and training organizations management. Requirements to design assessment tasks in the frame of TECO-D research
Matteo Cornacchia, Paolo Sorzio
170-181
PDF (Italiano)
The Early Childhood Education and Care system for children aged 0-6: regulatory pathway and pedagogical considerations
Clara Silva
182-192
PDF (Italiano)
Required competences and specific training for learning tutor
Cristina Gaggioli, Moira Sannipoli
193-206
PDF (Italiano)
Quality of life and professional orientation for people with intellectual disability: a case study in Lombardy
Emanuela Zappella
207-219
PDF (Italiano)
The “core competence” of the Social Health Educator. Proposed models and literature review
Francesco Crisafulli
220-236
PDF (Italiano)
Reflexive competence of adult education professionals in political adult education
Ekkhard Nuissl, Simona Sava
237-249
PDF
Learning outcomes and qualifications in a changing labour market: the case of teacher education in Greece (Patras)
Georgios Stamelos, Panagiota Evangelakou
250-264
PDF
Evaluating the college of Education Program in Iraq-Baghdad and Italy-Florence in terms of ESL and TESOL Standards
Bushra Alnoori
265-278
PDF
Relationship between evaluation methods and learning outcome in Massive Open Online Courses (MOOC)
Paolo Raviolo
279-288
PDF (Italiano)
Contemplative practices for the formation of educators and trainers
Mariarosaria De Simone
289-300
PDF (Italiano)

Practices/Considerations

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
PDF (Italiano)
Between prison and university. Discipline intersections to conjugate pedagogical penitentiary training
Marco Brancucci
311-321
PDF (Italiano)
Between action and theory: a check list for teachers self-evaluation in Montessori contexts
Barbara Caprara
322-331
PDF (Italiano)

Invited Articles

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
PDF
The core contents of pedagogy for the first degree in Education Sciences
Paolo Federighi
19-36
PDF (Italiano)
Methods, tools and instruments for the core contents’ definition of the First degree in Education Sciences
Francesca Torlone
37-60
PDF (Italiano)
The construction of core contents as a shared scientific practice. Methodologies for transformation of degree program design
Loretta Fabbri
61-69
PDF (Italiano)
Towards an assessment of the disciplinary skills of the degree courses L-19. The process of test construction
Francesca Bracci, Alessandra Romano
70-80
PDF (Italiano)
Contextualized Teaching & Learning as a Fundamental Educational Model
Massimiliano Stramaglia, Rosita Deluigi, Laura Fedeli
81-93
PDF (Italiano)
At the beginning was the decree. Towards a shared design process between insiders and outsiders
Loretta Fabbri, Mario Giampaolo, Alessandra Romano
94-107
PDF (Italiano)
Educators at university. A blended and problem based teaching model for the training course of “socio-pedagogical educator”
Maria Ranieri, Mario Giampaolo
108-125
PDF (Italiano)
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
PDF (Italiano)
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