The construction of core contents as a shared scientific practice. Methodologies for transformation of degree program design Loretta Fabbri 61-69 2018-12-31 DOI: https://doi.org/10.13128/formare-24614
Risks and opportunities of digital technologies in the school. Reflections about planning the teacher’s training Patrizia Vayola 180-193 2016-07-31 DOI: https://doi.org/10.13128/formare-18196
Four pedagogical models using video as a tool for learning in a distance teacher training program context Florian Meyer, Roselyne Lampron, Marc-André Gazé 75-86 2014-06-30 DOI: https://doi.org/10.13128/formare-15125
Connections between internship and professional identity in educational professions training: a narrative review. Roberta Bertoli 192-205 2022-12-31 DOI: https://doi.org/10.36253/form-13614
25 years of Hyperschool and the need for a shared educational technologies lexicon Alessandro Colombi 381-391 2019-04-30 DOI: https://doi.org/10.13128/formare-23934
A professional development project to support the evaluation culture in the school Letizia Giampietro, Sara Romiti 439-454 2019-07-31 DOI: https://doi.org/10.13128/formare-25183
The “transversal skills” in academic teaching practices Patrizia Magnoler 111-124 2018-04-04 DOI: https://doi.org/10.13128/formare-22574
L'opera letteraria nell'epoca della sua lettura digitale Alessandro Perissinotto 143-149 2015-04-30 DOI: https://doi.org/10.13128/formare-15435
Monitoring and evaluating the specialization for support teachers in a perspective of improvement Antonio Gariboldi, Maja Antonietti, Chiara Bertolini, Andrea Pintus, Antonella Pugnaghi 287-304 2021-04-30 DOI: https://doi.org/10.13128/form-10439
PF24 and training for teachers: a workshop approach proposal Claudia Andreini, Barbara Valtancoli 140-151 2018-07-31 DOI: https://doi.org/10.13128/formare-23342
Strategie didattiche inclusive: le nuove tecnologie nell’ICF-CY Marina Chiaro 64-76 2013-12-30 DOI: https://doi.org/10.13128/formare-14301
Training of specialized teachers and individualized educational planning: a research on perceptions Gianluca Amatori, Noemi Del Bianco, Simone Aparecida Capellini, Catia Giaconi 24-37 2021-04-30 DOI: https://doi.org/10.13128/form-10435
The reception of New Arrivals in Italy fleeing war. A study of practices adopted by schools Anna Paola Paiano, Carla Iorio, Nicoletta Di Genova 47-64 2023-12-31 DOI: https://doi.org/10.36253/form-15114
CIVES - Citizens Towards Sustainability. Emblematic results of a research Sara Bornatici, Orietta Vacchelli 141-150 2021-07-31 DOI: https://doi.org/10.36253/form-11346
Digital Education Research (DER) as a theoretical/empirical bridge between research and training Alberto Parola 166-179 2016-07-31 DOI: https://doi.org/10.13128/formare-18321
Learning to learn as life skills. The representation of Civil Service volunteers in a local context Claudio Pignalberi 179-191 2022-12-31 DOI: https://doi.org/10.36253/form-13586
Experiential training with Lego® for students of Primary Educational Sciences Luisa Salmaso 276-287 2019-12-31 DOI: https://doi.org/10.13128/form-7735
The observational documentary for the educational professions Chiara Panciroli, Laura Corazza, Andrea Reggiani 82-98 2017-04-30 DOI: https://doi.org/10.13128/formare-20174
Designing personalized teaching actions: implications for future teachers training Alessandra La Marca, Leonarda Longo, Elif Gulbay 202-219 2020-07-31 DOI: https://doi.org/10.13128/form-8501
The “Pathways for transversal skills and orientation” as a strategic resource to a bridging work education Arianna Morini 423-438 2019-07-31 DOI: https://doi.org/10.13128/formare-25252
Assessment and validation practices in the Vocational Education and Training system: an App for students and practitioners Alessandra Carenzio, Serena Triacca 34-48 2022-06-30 DOI: https://doi.org/10.36253/form-12699
Competencies of inclusive teachers. Reflections on initial teacher training between expectations and proofs Fabio Bocci, Ines Guerini, Alessia Travaglini 8-23 2021-04-30 DOI: https://doi.org/10.13128/form-10463
Between prison and university. Discipline intersections to conjugate pedagogical penitentiary training Marco Brancucci 311-321 2018-12-31 DOI: https://doi.org/10.13128/formare-23889
Primary and pre-primary teacher initial education and training in Bergamo in the European context: feature and challenges Cristina Casaschi 220-233 2018-04-04 DOI: https://doi.org/10.13128/formare-22586
Teaching Special Education to teachers as a cultural path Cecilia Maria Marchisio 359-364 2016-07-31 DOI: https://doi.org/10.13128/formare-18224
