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Copyright of Other Modernities / Altre Modernita / Otras Modernidades / Autres Modernités is the property of Altre Modernita 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 Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane 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 Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane 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 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 Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) 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.)

A commemoration of the scholarly and research activities of Adriano Colombo (1938-2019), teacher and scholar of language education, by examining his writings.

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 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.)

The present paper proposes some considerations deriving from an educational workshop dedicated to teachers of lower-secondary schools in the province of Forlì-Cesena. A brief description of the theoretical framework is followed by a description of how the workshop was structured, which topics were covered, the reasons behind the choice of topics and the reflections that have arisen, in order to draw some concluding remarks on this experience.

Acknowledging the importance of the Training Courses for Support Teachers (Ministerial Decree 30.09.2011) on the development of professional competences to foster an inclusive school system, it is necessary to monitor the quality of these training courses in the three main areas foreseen by the Ministerial Decree (lectures, internship and workshops). In this sense, this contribution is an opportunity to reflect on the effectiveness of the indirect internship organized at the University of Milan-Bicocca for future pre-school and primary school support teachers. For this purpose, 90 self-assessment rubrics – filled in by students coming from two different training paths – five years university degree and secondary school teaching diploma, will be described and analyzed, considering the entry and exit competences perceived by the students, as well as the improvements found in the different areas. La formazione dei docenti specializzati per il sostegno. Uno studio sul tirocinio indiretto all’Università Milano-Bicocca Vista la significatività che i Corsi di Specializzazione per le attività di sostegno (D.M 30.09.2011) rappresentano nello sviluppo di competenze professionali volte a realizzare un sistema scolastico inclusivo, è opportuno monitorare la qualità dei percorsi formativi nei tre principali ambiti previsti dal decreto (insegnamenti, tirocinio e laboratori). Il presente contributo rappresenta, in questo senso, un’occasione per riflettere sull’efficacia del tirocinio indiretto organizzato presso l’Università degli Studi di Milano-Bicocca per i futuri insegnanti di sostegno della scuola dell’infanzia e primaria. Attraverso la compilazione – da parte di 90 studenti – di una rubrica di autovalutazione verranno descritte e analizzate le competenze in entrata e in uscita nonché i miglioramenti riscontrati nelle diverse aree nel gruppo di studenti, composto da laureati in Scienze della Formazione Primaria e studenti in possesso dell’abilitazione all’insegnamento conseguita presso gli Istituti Magistrali. Vista la significatività che i Corsi di Specializzazione per le attività di sostegno (D.M 30.09.2011) rappresentano nello sviluppo di competenze professionali volte a realizzare un sistema scolastico inclusivo, è opportuno monitorare la qualità dei percorsi formativi nei tre principali ambiti previsti dal decreto (insegnamenti, tirocinio e laboratori). Il presente contributo rappresenta, in questo senso, un'occasione per riflettere sull’efficacia del tirocinio indiretto organizzato presso l'Università xxxx per i futuri insegnanti di sostegno della scuola dell'infanzia e primaria. Attraverso la compilazione - da parte di 90 studenti - di una rubrica di autovalutazione verranno descritte e analizzate le competenze in entrata e in uscita nonché i miglioramenti riscontrati nelle diverse aree nel gruppo di studenti, composto da laureati in Scienze della Formazione Primaria e studenti in possesso dell’abilitazione all’insegnamento conseguita presso gli Istituti Magistrali.

The COVID-19 pandemic has created significant challenges for the global higher education community: it has required faculty and students to respond to an unprecedented challenge and to shift suddenly from traditional face-to-face curriculum to distance learning formats through virtual classrooms. Some learning programmes, such as the TFA, had a strong theoretical-practical characterisation and were therefore delimited by regulations requiring full in-presence (F2F) and compulsory attendance. Due to the pandemic, the one-year teaching-learning programme for support teachers (TFA) followed the same path and was redesigned by universities for distance education. The re-design at the University of Macerata was based on pedagogical assumptions: technology was intended as a support to achieve learning outcomes. Our study aims to investigate perceptions of the theoretical and practical skills acquired from the F2F and the online format, considering a group of students enrolled for different school orders who followed both the current online programme and the previous years’ F2F programme. Le competenze professionali del docente in formazione: dal corso in presenza al corso online La pandemia da COVID-19 è stata una sfida per la comunità globale dell’istruzione superiore: ha richiesto a docenti e studenti di rispondere a una sfida senza precedenti, e di passare improvvisamente dal curriculum tradizionale in presenza a formati di apprendimento a distanza attraverso aule virtuali. Alcuni percorsi formativi, come il TFA, avevano una forte caratterizzazione teorico-pratica e per questo venivano regolamentati con normative che prevedevano la completa attivazione in presenza e la richiesta di una frequenza obbligatoria. A causa della pandemia, il programma di insegnamento-apprendimento annuale per gli insegnanti di sostegno (TFA) ha seguito lo stesso percorso ed è stato riprogettato dalle università per l’istruzione a distanza. La riprogettazione all’Università di Macerata si è basata su presupposti pedagogici: la tecnologia è stata intesa come supporto per raggiungere i risultati di apprendimento. La nostra indagine indaga le percezioni delle competenze teoriche e pratiche acquisite dal format in presenza e da quello online, considerando un gruppo di studenti che si è trovato nella condizione di seguire il corso attuale in online e quello degli anni precedenti in presenza.

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 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 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.)

This paper shows how the analysis of items of Italian national standardized mathematics tests (Invalsi) can become a means to develop teacher education programs for mathematics middle school teachers. Through the comparison among peers and the teacher educator, the teachers can develop new lenses to look at the Invalsi mathematics tests using interpretative tools from research in mathematics education. In particular, in the educational activities that will be described, the teachers share a structured approach in the development of an a priori analysis of mathematics problems that takes into account institutional, epistemological, cognitive, and didactic aspects. These educational activities foster the development and sharing of knowledge and skills that can be identified as specialized knowledge for teaching. Un’attività di formazione per insegnanti di scuola secondaria di primo grado: analisi di prove Invalsi di matematica Questo articolo mostra come l’analisi di quesiti delle prove Invalsi di matematica possa diventare un mezzo per sviluppare attività di formazione per insegnanti di matematica di scuola secondaria di primo grado. Attraverso il confronto tra pari e con il docente formatore, gli insegnanti possono acquisire nuove chiavi di lettura delle prove Invalsi di matematica facendo propri alcuni strumenti interpretativi e di analisi provenienti dalla ricerca in didattica della matematica. In particolare, nelle attività di formazione che saranno descritte, gli insegnanti condividono un approccio strutturato nello sviluppo di un’analisi a priori di quesiti di matematica che tiene conto dell’intreccio di aspetti istituzionali, epistemologici, cognitivi e didattici. Queste attività di formazione hanno favorito lo sviluppo e la condivisione di conoscenze e abilità che possono essere identificate come conoscenze specialistiche per l’insegnamento.