CALL FOR PAPER - Special Issue

Journal: Italian Journal of Educational Research
Website: The Journal | ITALIAN JOURNAL OF EDUCATIONAL RESEARCH
ISSN: Pensa MultiMedia (Online) 2038-9744
DOI: https://doi10.7346/sird-022024-p58
Number: Special
Year: 2025

Editors: Giorgio Bolondi, Full Professor of Mathematics Teaching, Free University of Bolzano
Barbara Bruschi, Full Professor of Education Technologies and Learning University of Turin
Giovanna Del Gobbo, Full Professor of Experimental Pedagogy, University of Florence
Antonella Lotti, Full Professor of Full Professor of Teaching and Special Education, University of Foggia
Andrea Manganaro, Full Professor of Italian Literature, University of Catania

Deadline for submitting full manuscripts: articles must be received by 15 July 2025. Authors will be notified by 15 October 2025.
Publication of issue: the issue will be online from 15 November 2025.

How to submit: articles, written according to the Guidelines for Author | ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, must be sent only through the OJS Pensa MultiMedia platform (Information OJS) after registering as authors.

Languages of the contributions: Italian and English


DISCIPLINARY AND INTERDISCIPLINARY TEACHING CALLS

Aware of the importance of interdisciplinarity and transdisciplinarity, we considered  appropriate to initiate a reflection on the role of disciplinary didactics.
Disciplinary teaching and signature pedagogies constitute two fundamental factors in educational research and teacher training. Disciplinary teaching contributes to defining and structuring the strategies and methodologies for teaching different disciplines.
The signature pedagogies (“types of teaching that organize the fundamental ways in which future practitioners are educated for their new professions. In these signature pedagogies the novices are instructed in critical aspects of the three fundamental dimensions of professional work: to think, to perform and to act with integrity”, Shulman, 2005) refer to distinctive models of teaching, characterising a specific area of knowledge or a profession, and in this way favour the formation of the learners' professional identity.
The aim of this call is to encourage reflection on how disciplinary didactics and signature pedagogies can:
 contribute to improving the learning of young learners and teachers in training;
 identify training strategies for the development of disciplinary competences;
 propose training devices for the teaching of disciplines;
 foster greater pedagogical and teaching awareness in teachers throughout the education system.
A greater awareness of disciplinary specificity can also strengthen the capacity for dialogue
and integration amongdifferent perspectives of analysis, fostering the construction of truly interand trans-disciplinary pathways. If the teaching action is increasingly aimed at supporting the development of skills to tackle more and more multi-disciplinary, transversal, multidimensional, transnational and global problems, disciplinary mastery - in terms of content and method - represents the basis for constructive synergies.
Contributions exploring the following themes will be welcomed:
 Disciplinary teaching and the current teaching/educational context
○ Relationships between the teaching of individual disciplines
○ Disciplinary teaching in initial teacher education courses
○ Disciplinary teaching and lifelong learning
○ University Schools for Teacher Education: Coordination of disciplinary teaching and internship activities in schools
○ Disciplinary teaching and new training needs
○ The relationship between Didactics and disciplinary research
○ Disciplinary teaching for inter- and trans-disciplinary approaches
○ Interdisciplinary synergies for problem-based teaching
 Signature pedagogies: applications and case studies
○ Signature pedagogies in different subject areas: case studies
○ Professional development and signature pedagogies
○ Faculty development methodologies for signature pedagogies
○ Processes for defining Signature Pedagogies
○ Signature Pedagogies and Scholarship of Teaching and Learning
 Technology, AI and disciplinary teaching
○ Disciplinary teaching in blended and online environments: challenges and opportunities
○ Artificial intelligence applications for disciplinary learning: potential and limitations
○ Gamification and game-based learning for subject teaching
○ Augmented reality, virtual reality for teaching disciplines