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Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since the school year 2017/2018, for the first time, teachers that had successfully completed a structured course on teaching Italian as a foreign or second language have been included in the Italian public school staff. This moment is very important. In fact, for a long time the Italian public school had not had in its staff the highly qualified professionalism useful to face problems linked to learning Italian as a second language. Until the recruitment of A23 teachers, teachers identified as such, as per the February 2016 Decree of the President of the Italian Republic, the Italian school had attempted to face this situation by doing its best with the resource and the professionalism available. On the one hand, teachers not trained to deal with the foreign students had to do it; on the other, when skilled and trained teachers were required, they were recruited from specific calls outside the teacher's school staff. This paper addresses the investigation of the major steps that led to the inclusion in the Italian public school staff of people qualified to teach Lingua italiana per discenti di lingua straniera. The paper will also investigate the role and professionalism of A23 teachers in the Italian school. These reflections are based on data collected by a survey carried out during the school year 2018/2019, February to April 2019. Conducted by a self-administered online questionnaire entitled A23: Chi? Come? Dove? Quando? Perché?, it involved 76 A23 teachers. [ABSTRACT FROM AUTHOR]

During the pandemic, there were many health and educational policy projects and measures developed for the school world. The subject of this paper is an analysis of the sociological reconstruction onto which the current conceptions of educational relations are grafted, in an era marked by the change in educational spaces, and the strong affirmation of technologies, especially following that precise historical period after the adoption of the Covid-19 school protocols that defined the use of distance teaching. The basic hypothesis is to understand to what extent the change of the educational space has affected the educational relationship, from the teachers' viewpoint. To this end, 35 teachers working in the primary and secondary schools of the city of Messina were interviewed. The goal was to gather the experience from the difficulties and discoveries, adopted during the Covid, that have characterized a break from everyday life that characterized the pre-pandemic school, showing a gap between educational space and educational relationship. An in-depth interview was given as a survey tool. TLab was used as text analysis software. The research has made it possible not only to rework the emotional experiences related to online teaching, but also to reconstruct the daily socio-relational plots of the school community. The results show that: a) the quality of educational relations moves through a new spatialization of the educational sphere based on new emerging networks, and consolidated both by new technologies, and by the use of innovative and reticular forms of communication; b) teacher training becomes a cross-cutting issue that can open up new possibilities for rethinking and reshaping educational relations outside the traditional school space. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper we present the results of a survey, conducted in the Italian region of Lombardy, on teaching Italian as a second language to adult migrants at Pre A1 level of competence, i.e. in the case of semi-literate learners. The first purpose of this research was to describe the characteristics of the teaching practices of Italian as a second language in Pre A1 level courses for migrants, collecting data through a questionnaire addressed to teachers in adult education centres in Lombardy. Then, a broader objective was to encourage the teachers' metacognitive thinking, in order to enhance and disseminate existing good practices and promote methodological innovation, with particular attention to the role of grammatical reflection in the case of semi-literate learners. After showing the theoretical framework and the methodology of the research, we analyse the collected data, which allow to outline some implications for teaching practice and teacher training. [ABSTRACT FROM AUTHOR]

The focus of the paper is the link between CLIL (Content and Language Integrated Learning) and technologies for learning and communicating, considered as an added value to enhance teaching practices, as recommended by the European Commission, also with reference to communication and interaction in the foreign language. Starting from a brief description of the main aims of CLIL and the benefits that technologies and multimedia can bring to a CLIL environment, the paper will describe a recent online training initiative on CLIL and ICT (Information and Communication Technologies) carried out within a global community of peers, registering 5000 participants. The outline of the syllabus, together with the objectives and the main outcomes of the course will be mentioned, also referring to some examples of materials, lesson plans and Learning Diaries produced by the attendees. Particular attention will be devoted to the wide range of communication and interaction strategies and modalities used by the participants (infographic, visual, narrative, etc.) to accomplish the different tasks assigned during the training pathway and to interact with the moderators and with other colleagues in the different formal and informal spaces devoted to the initiative (Moodle platform; Facebook group, etc.). A final look at the end-of-the-session survey will try to point out the main reasons for the success of the training initiative, highlighting strengths and weaknesses, with reference to some of the participants' comments. Therefore the paper will describe an example of a good teaching practice, whose outcomes will be analyzed and commented in terms of possible relevant research developments. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogia Più Didattica is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Writing is a complex activity. Consequently, the process of teaching and learning written composition, especially in second languages, is also complex. This research provides evidence, on the one hand, of the difficulties that learners face when writing, and, on the other, of the difficulties that teachers have when guiding their students. The challenge is thus to recognize the obstacles that arise during the writing process and to know how to bring out the strategies that are needed to overcome these obstacles. In this context, the paper presents some key ideas about teaching how to write from both a theoretical and a practical points of view, based on the experiences gained when training language teachers. The didactic device that is shown in this paper focuses on creating tasks in order to teach how to write and provides reflections for future teachers in the environment of the didactics of writing. In conclusion, the article argues that teachers and learners share the same goal when it comes to teaching and learning to write, and this assumption is an invitation to rethink the role of both agents in the face of this challenge.

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Rivista di Scienze dell'Educazione is the property of Pontificia Facolta di Scienze dell'Educazione Auxilium and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The ‘Practicum-3’ preservice teachers are those who are in their 3rd year of their degree studies and have prior teaching experience. The intent of this qualitative paper is to assess the challenges experienced by the preservice teachers and the tactics used by them to manage these challenges, during their first week of teaching practice. The challenges reported herein were thematically analysed after extrapolating from the participants’ narratives and presented within the context of the Gibbs’ Reflective Cycle. Findings from this study reveal that there are several factors within and outside the control of the student teacher that affect the practicum experience. Further, the preservice teacher’s preparedness and emotional disposition significantly influence discharge of the duty. In the same vein, the mentor-mentee relations contribute a lot in making or breaking the practicum experience for student teachers in the UAE. The findings recommend further explorative assessments of the situation and necessary policy corrections in the preservice teacher education.

The National Conference «SIRD between past, present and future. The role of educational research in the times of COVID, world war III, globalization and the ecological crisis» was organized by the Italian Society of Educational Research (SIRD). The conference was organized on the occasion of SIRD’s 30th anniversary and aimed to foster active discussions on the key challenges that educational research has encountered in recent years. The event started with a plenary session that retraced the significant milestones that characterized the founding of SIRD, featuring speeches from past presidents of the society. Following, the conference delved into thematic working groups, which focused on relevant research topics including Teaching Learning Centers, PNRR and guidance, career access and progression, university teaching, research and teacher training, internationalization, 11/D2 coordination, doctoral training, quality of publications, and internationalization of journals. This paper provides a summary of the conference’s primary discussions, highlighting their relevance within the context of contemporary educational research.

The education system of the Democratic Republic of the Congo (DRC) is facing multiple challenges that are related to the situation of severe poverty affecting the population, the lack of public funding, the low quality of learning, class overcrowding and high illiteracy rates. The situation is worsened and at the same time caused by the situation of ongoing armed conflict and violence which have been affecting the country since its independence. While the connections between education and conflict are often difficult to disentangle, education can play a key role in creating a more equitable system where peace and inclusion are favoured, thus protecting the most vulnerable. According to latest available estimates, however, the promotion of peace and citizenship education programmes and manuals remains still a challenge in the DRC. The paper presents the Maison de paix experience - a project of international cooperation in the field of education promoted by an Italian association in Kikwit, in the western region of the DRC. It underlines the important role of participatory educational governance and teacher training, as a way to promote justice, solidarity and inclusion which are fundamental values in peace education.

The paper deals with the link between Content and Language Integrated Learning (CLIL) and Computer Assisted Language Learning (CALL), that is the use of ICT to enhance language teaching-learning and the teaching of subject content in a foreign language. Starting from this background, the paper describes an online training initiative promoted by the authors within an international community of peers, made up of teachers, trainers and educators from all over the world, named “Techno-CLIL for EVO 2016”. The initiative was aimed at supporting and guiding participants to discover and experiment digital tools for CLIL lessons, offering the opportunity to share ideas, materials, good practices in an international perspective. Particular attention is devoted to the personal and professional enrichment and growth this training pathway may have helped the 5.000 participants to achieve. CLIL e CALL nell’expertise del docente: un’esperienza di formazione internazionale Il contributo focalizza l’attenzione sulla correlazione tra Content and Language Integrated Learning (CLIL) e Computer Assisted Language Learning (CALL), cioè l’uso delle tecnologie per una maggiore efficacia dell’insegnamento-apprendimento delle lingue o di contenuti disciplinari veicolati in lingua straniera. Partendo da questo background, il contributo descrive una iniziativa di formazione online in lingua inglese promossa dalle autrici all’interno di un contesto internazionale, costituito da una comunità di pratica di docenti, formatori, educatori di tutto il mondo, denominata “Techno-CLIL for EVO 2016”. L’iniziativa mirava a sensibilizzare e guidare i partecipanti nella scoperta e sperimentazione della didattica CLIL in modalità digitale, offrendo l’opportunità di un confronto ed uno scambio di idee, materiali, buone pratiche in una prospettiva internazionale. Particolarmente significative le ricadute che questo percorso ha comportato per i circa 5.000 partecipanti in termini di expertise, competenze professionali e arricchimento personale.

The paper discusses the stage role in teacher training for early childhood education. Are research subjects the trainees of the Faculty of Education at the University of Vale do Itajaí (Brazil) in 2014, and Corso di Laurea in Scienze della Formazione Primaria indirizzo Scuola dell’infanzia dell’Università di Firenze (Italy) in 2015. The study is guided in qualitative research (Bogdan & Biklen, 1994). Interviews and documents of both courses were analyzed. We seek to support the theoretical studies (Bondioli & Ferrari, 2008; Calvani, 2014; Catarsi, 2014; Catarsi & Fortunati, 2012; Gomes, 2009; Pimenta & Lima, 2012; Silva, 2014). The analysis indicates that sometimes the students do not understand the connection between theory and practice, referring to the internship in the child education. It is considered that overcoming the dichotomy between theory and practice constitutes weakness to be overcome in the initial training of future teachers. We did not intend to compare the two contexts, but this paper is a suggestion for future researchers to continue the debate on the weaknesses identified in this research. O papel do estágio na formação de professores para a educação infantil: em debate, o modelo da Università degli Studi di Firenze e o da Universidade do Vale do Itajaí O trabalho discute o papel do estágio na formação dos professores para a educação infantil. São sujeitos da pesquisa as estagiárias do curso de Pedagogia da Universidade do Vale do Itajaí (Brasil), em 2014, e do Corso di Laurea in Scienze della Formazione Primaria indirizzo Scuola dell’infanzia dell’Università di Firenze (Italia), em 2015. O estudo pauta-se na abordagem qualitativa de pesquisa (Bogdan & Biklen, 1994) e foram analisados entrevistas e documentos de ambos os cursos. Buscou-se respaldo nos estudos teóricos de (Bondioli & Ferrari, 2008; Calvani, 2014; Catarsi, 2014; Catarsi & Fortunati, 2012; Gomes, 2009; Pimenta & Lima, 2012; Silva, 2014). A análise indica que não é sempre que as estudantes compreendem a conexão entre teoria e prática, ao se tratar do estágio em educação infantil. Considera-se que a superação da dicotomia entre teoria e prática se constitui em fragilidade a ser superada na formação dos futuros professores. Não tivemos a intenção de comparar os dois contextos, todavia fica a sugestão para futuros pesquisadores de continuar o debate em torno das fragilidades apontadas na presente pesquisa.

The health emergency caused by Covid-19 offers new opportunities to implement possible changes in schools to improve learning-teaching processes beyond the current situation. One of the most significant space concerns the possibility to rethink teacher training by integrating organically methodological and technological dimensions. Traditionally these dimensions have been treated as separated. In this paper the authors intend to bridge this gap by making use of the recent acquisitions of educational research, confirmed in the Evidence Based Education perspective. This research allows identifying fundamental principles of effective teaching working in the physical classroom as well as in the virtual one. In this context, the theory of cognitive load provides a useful connection for a valid didactic approach. The question the authors want to answer is the following: to integrate methodological and technological knowledge and skills adequately, how can a training course for teachers be organized and implemented? If on the one hand, the fundamental principles of effective teaching are the same, on the other the different implications in terms of risks and opportunities offered by the different communicative settings must be considered. Therefore it is necessary to look for a solution that highlights the common fundamental principles as well as the the specific criticalities and the potentialities that arise in the transition from teaching in the physical classroom to teaching in the virtual one.

The paper discusses projects, activities and actions undertaken by the geography chair in the MA Course in Primary Education (‘Scienze della Formazione Primaria’) at the University of Bologna, in the broader framework of the use of the geo-historical approach in research and didactics at the University. As a consequence, such a methodology, embraced in the lectures, in the workshops, in the field works and during the internships in Pre-School and Primary School contexts, is adopted by the students-future teachers, basis for their professionalism and starting point for the future strengthening of their skills in didactics of history and geography.

There is little doubt that online training formats and Massive Open Online Courses (MOOCs) in particular have the potential to increase accessibility for training educators and address some challenges reported by teachers in being able to access relevant professional development (OECD, 2019). However, pre-pandemic data shows that participation in online training is not yet widespread amongst teachers (OECD, 2019). This paper therefore explores two mechanisms that could potentially increase teachers’ participation in MOOCs: an offer of personalized support during a MOOC and the provision of school-based study groups. Evidence of the implementation of a personalized support in field trials has demonstrated substantial impact on teachers’ participation in MOOCs, with 42% of the test group completing a series of MOOCs versus only 32% of the control group. Results from a small pilot program focusing on the use of school-based study groups are more tentative but suggest that a school-based blended learning model that makes use of study groups has the potential to increase participation in MOOCs by engaging teachers who would not have previously considered enrolling to a MOOC and building teachers’ competence and confidence levels so that they are able to start and complete a MOOC.

The initial training for support teachers is an essential factor in promoting the quality of inclusive processes in schools of different types and levels. The Specialization Course for Support Teacher, established by the D.M. 30.09.2011, is a training course whose effectiveness must be systematically monitored and evaluated in order to progressively increase its quality. In this sense, the paper presents the evaluation system developed and tested in the fourth edition (2018-19) course, highlighting its usefulness for the purpose of redesigning and improving it. Monitorare e valutare la formazione degli insegnanti di sostegno in una prospettiva di miglioramento La formazione iniziale degli insegnanti specializzati per le attività di sostegno didattico agli alunni con disabilità rappresenta un fattore essenziale per promuovere la qualità dei processi inclusivi nelle scuole di differente ordine e grado. I Corsi di Specializzazione per il Sostegno istituiti dal D.M. 30.09.2011 costituiscono dunque un percorso formativo di cui è necessario monitorare e valutare sistematicamente l’efficacia per incrementarne progressivamente la qualità. In questo senso il contributo presenta l’impianto valutativo elaborato e sperimentato nella quarta edizione del corso del 2018-19, evidenziandone l’utilità al fine della riprogettazione e del miglioramento del percorso.

This paper presents the findings of a pilot study that involved the participants of the Specialization course for support activities, held at the University of Siena for the academic year 2018-2019. The study represents the first phase of broader research that aims to detect the impact of training devices in supporting the construction of a sense of self-efficacy and strengthening the professional identity of inclusive education teachers in training. The results of this exploratory survey highlight which training devices and practices allow to support the strengthening of the sense of individual and collective self-efficacy and how those impact on the development of the professional identity of inclusive education teachers. La valutazione dei learning outcomes e delle competenze core degli insegnanti di sostegno. Uno studio pilota Il contributo presenta i risultati di uno studio pilota che ha coinvolto i candidati e le candidate del Corso di specializzazione su sostegno tenuto presso l’Università di Siena per l’a.a. 2018-2019. Lo studio rappresenta la prima fase di una ricerca più ampia che ha l’obiettivo di rilevare l’impatto dei dispositivi formativi nel supportare la costruzione del senso di autoefficacia e il rafforzamento dell’identità professionale di insegnanti di sostegno in formazione. I risultati di questa indagine esplorativa evidenziano quali dispositivi e pratiche formative consentono di sostenere il rafforzamento del senso di autoefficacia individuale e collettiva e come questo impatta sullo sviluppo dell’identità professionale degli insegnanti di sostegno.

Copyright of Ricerche di Psicologia is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)