MOOC Trasparenza e anticorruzione Graziella Testaceni, Maria de los Angeles Castro 99-104 2014-03-31 DOI: https://doi.org/10.13128/formare-14757
Inclusive didactic and entry competence of teachers enrolled in the Support Specialization Course. Results of an exploratory survey Valentina Pennazio, Franco Bochicchio 85-105 2021-04-30 DOI: https://doi.org/10.13128/form-10441
A training experience for professors of the University of Cagliari Diletta Peretti, Raffaela Tore 269-278 2018-04-04 DOI: https://doi.org/10.13128/formare-22600
Scuolavisione: ipervideo e formazione professionale Alberto Cattaneo, Anh Thu Nguyen 34-45 2013-03-27 DOI: https://doi.org/10.13128/formare-12599
Training the design skills based on the Agire educativo paradigm. The laboratories at the Sciences of Education Degree courses (L19) Loredana Perla, Laura Sara Agrati 145-168 2020-07-31 DOI: https://doi.org/10.13128/form-8912
Agenda 2030, social and work inclusion even for people with intellectual disability: ecological social and human approach Elena Malaguti 321-332 2019-07-31 DOI: https://doi.org/10.13128/formare-25192
Qualifying faculty teaching competences. The pilot experience at Politecnico di Torino Anna Serbati, Ettore Felisatti, Lorenza Da Re, Anita Tabacco 39-52 2018-04-04 DOI: https://doi.org/10.13128/formare-22548
Damiano Felini (a cura di), Video game education. Studi e percorsi di formazione. Milano: Unicopli (2012). Filippo Bruni 100-101 2014-09-30 DOI: https://doi.org/10.13128/formare-15280
Individualized educational planning ICF based. Testing and monitoring of the IEP-ICF UniSalento model Stefania Pinnelli, Andrea Fiorucci 204-218 2021-04-30 DOI: https://doi.org/10.13128/form-10456
Adult Education Perspectives in a Changing World: from the Learning to the Job Competences Vanna Boffo, Soonghee Han, Claudio Melacarne 1-9 2019-07-31 DOI: https://doi.org/10.13128/formare-25891
Testing and implementation of teaching non-language subjects in English, supported by online training Elvia Feola 204-216 2017-04-30 DOI: https://doi.org/10.13128/formare-20079
The use of open-ended questions to verify the mathematical literacy. Suggestions from PISA 2012 Giorgio Asquini 55-69 2016-04-30 DOI: https://doi.org/10.13128/formare-17904
Sappiamo davvero come far apprendere? Credenza ed evidenza empirica. Roberto Trinchero 52-67 2013-08-25 DOI: https://doi.org/10.13128/formare-13256
Project Management tools and related learning perspective. Preliminary reflections Erina Guraziu 304-313 2020-07-31 DOI: https://doi.org/10.13128/form-9261
Teacher’s transformation in Service-Learning training and experience: a Review of Literature Mikol Kulberg Taub 61-79 2023-06-05 DOI: https://doi.org/10.36253/form-14648
Assessment of motor skills in prospective support teachers for a barrier-free school Rosa Sgambelluri, Alessandra M. Straniero, Antonella Valenti 237-254 2020-04-30 DOI: https://doi.org/10.13128/form-8258
Professional development in the digital age. Benefits and constraints of social media for lifelong learning Maria Ranieri 178-192 2019-07-31 DOI: https://doi.org/10.13128/formare-25353
Education and democracy: the experience of a participatory action research with upper secondary education teachers in a Piemonte area Cristina Boeris 208-217 2018-07-31 DOI: https://doi.org/10.13128/formare-23125
ICT integration in teaching practice: can we go beyond the experimentation? Marco Perini, Giuseppe Tacconi 101-115 2017-12-31 DOI: https://doi.org/10.13128/formare-21252
Rubric to improve teachers’ self-assessment Francesca Pedone 88-99 2016-07-31 DOI: https://doi.org/10.13128/formare-18216
L’e-tutor in Italia: una rassegna della letteratura scientifica Veronica Mattana 38-48 2014-08-02 DOI: https://doi.org/10.13128/formare-14752
Participatory cultures and knowledge generative scenarios: rereading 3D virtual worlds Daniela Cuccurullo 195-212 2019-04-30 DOI: https://doi.org/10.13128/formare-24945
Teachers’ training and the use of educational technologies: research results Marina Chiaro 35-51 2016-12-31 DOI: https://doi.org/10.13128/formare-19116
Comporre conoscenza: il collage come strategia meta-riflessiva Elisabetta Biffi, Franca Zuccoli 167-183 2015-09-30 DOI: https://doi.org/10.13128/formare-17069
Osservazione in classe e videoriprese come strumenti per lo sviluppo professionale dei docenti e la ricerca didattica. Note di metodo su un’esperienza in corso nella Provincia di Bolzano Giuseppe Tacconi, Gustavo Mejia Gomez 22-33 2013-03-27 DOI: https://doi.org/10.13128/formare-12598
