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
Identità visiva e narrazione in un percorso MOOC per docenti Letizia Cinganotto, Daniela Cuccurullo 95-114 2015-09-30 DOI: https://doi.org/10.13128/formare-17064
I social network nella didattica Andreas Robert Formiconi 56-62 2013-03-25 DOI: https://doi.org/10.13128/formare-12573
Preventing school disaffection, failure and dropout. The ESF projects “Last Round” and “Energy Start” Silvia Dell'Anna, Dario Ianes 93-105 2021-07-31 DOI: https://doi.org/10.36253/form-11318
Project design. Core contents for education and training professionals’ education Giovanni Bonaiuti, Giovanna Del Gobbo, Francesca Torlone 1-15 2020-07-31 DOI: https://doi.org/10.13128/form-9549
Technology competences, agency and collaborative challenges: from teacher expertise to continuing professional development Chiara Urbani 155-165 2016-07-31 DOI: https://doi.org/10.13128/formare-17920
Learning outcomes of specialization for support teachers: an evaluative comparison across universities Barbara Letteri, Giuseppe Filippo Dettori 122-136 2021-04-30 DOI: https://doi.org/10.13128/form-10432
Enhancing a blended module in General Didactics: new contents, materials, forms of assessment and feedback Lilia Teruggi, Franca Zuccoli, Francesca Bassi 257-266 2019-12-31 DOI: https://doi.org/10.13128/form-7732
Specialization for support teachers. Assessing the educational innovation in a perspective of quality Antonio Calvani, Laura Menichetti, Marta Pellegrini, Tamara Zappaterra 18-48 2017-04-30 DOI: https://doi.org/10.13128/formare-20600
Tirocinio e videomentoring: il punto di vista degli studenti Carla Maltinti, Silvia Micheletta, Laura Menichetti 197-212 2015-12-30 DOI: https://doi.org/10.13128/formare-17770
Building cases for faculty development in e-learning: a design-based approach Maria Ranieri, Juliana Raffaghelli, Francesca Pezzati 67-82 2018-04-04 DOI: https://doi.org/10.13128/formare-22482
The role of stage in teacher training for early childhood education: a debate, the University of Florence and the University of Vale do Itajaí models Claudete Bonfanti, Clara Maria Silva, Luciane Maria Schlindwein 258-270 2016-07-31 DOI: https://doi.org/10.13128/formare-18116
La valutazione degli insegnanti nell’area OECD Marta Pellegrini 105-117 2014-12-31 DOI: https://doi.org/10.13128/formare-15801
Evaluating inclusive teacher competences: a systematic review within the training courses for special education specialization in Italy Marta De Angelis 253-269 2021-04-30 DOI: https://doi.org/10.13128/form-10417
