ITALIAN JOURNAL OF EDUCATIONAL RESEARCH 2022-06-24T10:56:40+00:00 Prof. Pietro Lucisano, PhD Open Journal Systems <p>The <strong>Italian Journal of Educational Research (IJEduR)</strong>, the official organ of the Italian Society of Educational Research (<a href="" target="_blank" rel="noopener">SIRD</a>), is a peer-reviewed scientific journal. It is dedicated to educational and didactic research methodologies and to evaluative research in education.</p> <p>The research areas include: curriculum development, teacher training, school, university and vocational education, teaching organization and design, educational technologies and e-learning, disciplinary teaching, teaching 'inclusive education, methodologies for continuous training, docimology, assessment and certification of skills, evaluation of training processes, assessment and quality of training systems.</p> <p>The papers are published in two issues per year in June and December.</p> Editoriale 2022-06-22T08:11:07+00:00 Pietro Lucisano 2022-06-24T00:00:00+00:00 Copyright (c) 2022 Pietro Lucisano Pedagogie et utopie: l’alliance de l’esperance 2022-06-22T08:22:50+00:00 Jean Houssaye <p>This article deals with the difficult relationship between politics and pedagogy. When we look at the results of educational policies, we risk losing all hope. The lack of a vision entails the risk of accepting that the discourse on education is reduced to specialized, aseptic and disengaged arguments, based on rational criteria that do not take into account social projects. And yet, decisions are still made on the basis of indi-cators of evaluation, performance, competence, effectiveness, quality, all at the expense of a reflection cantered on the social and political dimensions of the educational act and its political importance. There are, however, models capable of re-establishing the relationship between pedagogy and politics, and of interpreting education in terms of social commitment. All the theoretical and practical work of Paulo Freire warns us against the depoliticization of educational thought and pedagogical reflection. Education must be understood as a project of liberation because pedagogy must lead to the realization of civil and demo-cratic values. It is necessary to renew and re-elaborate an educational concept capable of combining the utopian dimension of education and reawakening the utopian dimension of political commitment starting from that Pedagogy of hope that invoked by Paulo Freire. The utopia can be created by actual educational actions, specific actions that force us to accept compromises on the ethical, social and political level and that make us rethink the means that guide our practical action and our scientific reflection.</p> 2022-06-24T00:00:00+00:00 Copyright (c) 2022 Jean Houssaye Neo-liberalism and the Local Response Teacher Education Reform: A Specific Reference to Turkish Teacher Education 2022-06-22T08:44:04+00:00 İsmail Guven <p>This article examines the impact of neoliberalism on teacher education in Turkey in terms of the specific teacher education reforms made in 1997. First, the article analyzes how neoliberalism influenced teacher preparation and teacher education institutions. Second, it examines the changes made for content knowl-edge in teacher education. Third, the article elicits how the teaching professions changed under the pa-tronage of neoliberalism in Turkey. To make the system more efficient and competitive, neoliberals introduced a market approach into teacher education and, as a result, teacher education became a means of preparing teacher candidates for the global market system. Neoliberalism restructured educational policies, teacher education curriculum, and the schooling and education practices, working conditions of teachers, the quality of educational facilities, and the teaching profession in general. Neoliberal education changed the nature of teacher education and teacher education has evolved from an academic discipline to a technical one.</p> 2022-06-24T00:00:00+00:00 Copyright (c) 2022 İsmail Guven Accompanying professional teachers to transfer knowledge in Higher Vocational Education: the contributions of Professional Didactics and Cultural Historical Activity Theory 2022-06-22T10:12:50+00:00 Mariachiara Pacquola Maria Cristina Migliore <p>The aim of this article is to contribute to strengthening the relationship between training and work, in particular by rethinking training and didactic design in the Italian Higher Vocational Education system (ITS). For the purposes of a training and didactic design capable of respond-ing effectively to the actual skill requirements of work contexts, a space for dialogue is high-lighted between two theoretical approaches, both oriented towards activity analysis: Profession-al Didactics (DP) and Cultural Historical Activity Theory (CHAT). If the former is oriented towards eliciting the tacit knowledge possessed by professionals at work, considering socio-technical and ergonomic aspects in the analysis of the work situation, the perspective of the lat-ter approach focuses on the relevance of production strategies and motives/reasons in shaping collective activities and tacit knowledge at work. Both can contribute, therefore, to highlighting not only the importance that the contents of the professional knowledge to be taught are devel-oped from the effective knowledge of work, but also that the didactic transposition of this knowledge considers the ways and contexts in which it was learned and will be used. In con-clusion, it emerges that the collaboration between higher vocational education centres and enter-prises is crucial in order to create the conditions for professionals to become do-cents through the elicitation of their tacit knowledge.</p> 2022-06-24T00:00:00+00:00 Copyright (c) 2022 Mariachiara Pacquola , Maria Cristina Migliore Enhancing cognitive and metacognitive abilities in early childhood and primary school: an umbrella review 2022-06-22T10:23:23+00:00 Marta Pellegrini <p>This work aims to synthesize the evidence supporting school interventions to enhance cognitive and metacognitive skills for students aged 3-10. The umbrella review included five meta-analyses on this topic selected on the basis of inclusion criteria relevant to assess their methodological quality. The review results show that metacognitive interventions are effective to enhance logical reasoning and academic achievement, effects that have a long-term. Executive function interventions are effective to enhance cognitive abilities however, there are not transfer effects on academic achievement. The review results also suggest practitioners introducing cognitive enhancement interventions in early childhood.</p> 2022-06-24T00:00:00+00:00 Copyright (c) 2022 Marta Pellegrini The customization of feedback to support teachers training: the COFACTOR system 2022-06-22T10:33:37+00:00 Antonio Marzano <p>The preliminary activity to each training program is the need analysis, a fundamental action to identify features, general and individual needs to orient resources and the specific implementation of the training intervention. In this context, an automated customized feedback system was developed at the University of Salerno to support training processes (whose name is CustOmized FeedbACk sysTem to suppOrt tRaining, COFACTOR). In the last two years, COFACTOR has been used by engaging university students and teachers to analyse its usability, the effectiveness of use in a diagnostic function and the ability to stimulate reflection and self-assessment processes in the participants. The opinions of the participants were collected to verify these objectives and, although they require further studies, they are encouraging. This paper presents the details by examining, at the same time, the application opportunities through the description of the experiences carried out in the field.</p> 2022-06-24T00:00:00+00:00 Copyright (c) 2022 Antonio Marzano Motor Development in Children: Motor Abilities, BMI and Related Factors. What mediation effects? 2022-06-24T08:40:01+00:00 Domenico Monacis Giusi Graziano Dario Colella <p>Sedentary habits and low levels of physical activity limit the motor skills learning, leading to the progressive reduction of the individual motor repertoire and conditioning the development of related factors. Research<br>in motor and sports sciences is still proceeding in a shattered way, not only because of the interdisciplinary connotations, limiting the transformation of scientific evidence into good practices. This study aims to investigate<br>the relationship between body mass index (BMI), motor performance and factors related to the practice of physical activity in a sample of adolescents through the study of mediation factors. The sample is composed of 60 middle school students aged 11-12 (M = 24, F = 36), selected as part of the project "Regional Observatory on Levels of Physical Activity and Motor Development", coordinated by the University of Foggia. The study included the proposal of 4 motor tests (standing long jump, medicine ball throw 2Kg, shuttle run10x5 and Mile) and three questionnaires to evaluate the following factors: levels of physical activity, enjoyment, self-perception. The results showed that the 10x5 shuttle run test is a factor of partial mediation between the BMI and the standing long jump, while the self-perception totally mediates the<br>relationship between enjoyment and the Mile test. The small sample size does not allow for generalization and extension of the results, but it has been possible to deduce some methodological implications for the training of physical education teachers.</p> 2022-06-24T00:00:00+00:00 Copyright (c) 2022 Domenico Monacis, Giusi Graziano, Dario Colella Specializing online during the pandemic: an exploratory survey on support teachers in the initial training phase 2022-06-24T08:57:06+00:00 Pierpaolo Limone Maria Grazia Simone <p>The paper aims to deepen the characteristics, training needs and critical issues related to the initial training of the support teachers in the era of the Covid-19 pandemic. The first part offers a synthetic theoretical framework about the problem. The second part presents the results, still in the initial phase of elaboration, of an exploratory survey conducted among some students attending the active training internship (TFA, fifth cycle) at the University of Foggia. An initial analysis of the results reveals the profile of a rather motivated aspiring support teacher, eager to acquire new skills, with a good level of confidence in technology. The article proposes, in the final part, paths for reflection and action that can be used by training designers<br>and academic decision makers in order to optimize future specialization training for support teachers, at multiple levels.</p> 2022-06-24T00:00:00+00:00 Copyright (c) 2022 Pierpaolo Limone, Maria Grazia Simone The practice of peer assessment in primary school. A systematic literature review 2022-06-24T09:50:58+00:00 Eleonora Stecca Valentina Grion Cristina Zaggia Emilia Restiglian <p>While in higher education and secondary school, there are already a lot of experiences and models of applying peer assessment, there are still few research attempts regarding this method of assessment for learning in primary school. This study consists of a systematic review of the literature conducted to investigate the practice of peer assessment applied to primary school. The evidence highlights the methods of applying peer assessment with primary school pupils and the benefits reached in the contexts involved.</p> 2022-06-24T00:00:00+00:00 Copyright (c) 2022 Eleonora Stecca, Valentina Grion, Cristina Zaggia, Emilia Restiglian Training for innovation at Politecnico of Turin: Faculty Development, experience and research with students on the Aerospace Engineering course through Team Based Learning 2022-06-24T09:58:41+00:00 Enrico Cestino Antonella Lotti Cristiana Rossignolo Ettore Felisatti Anna Serbati <p>Questo articolo descrive un’esperienza di didattica innovativa nata nell’ambito del progetto Learning to Teach (L2T) presso il Politecnico di Torino. L2T è un progetto di Faculty Development che comprende essenzialmente tre fasi: un corso longitudinale mirato allo sviluppo delle competenze didattiche dei docenti universitari, la sperimentazione di nuove forme di&nbsp; insegnamento/apprendimento e l’accompagnamento dei docenti sperimentatori. L’articolo riporta l’esperienza di un docente senior del Politecnico, il quale, dopo aver partecipato al corso L2T, ha deciso di introdurre una strategia didattica collaborativa, il Team Based Learning<br>(TBL), nel suo insegnamento di ingegneria aerospaziale. L’articolo descrive il contesto del Politecnico di Torino, le caratteristiche del TBL, la sperimentazione condotta dal docente corredata dai risultati raggiunti<br>dagli studenti. Questo articolo evidenzia il circolo virtuoso che si può realizzare tra formazione, sperimentazione, riflessione e comunicazione scientifica, cioè come iniziative di Faculty Development possano produrre<br>cambiamenti nei comportamenti dei docenti e favorire anche attività di riflessione e ricerca sulla didattica universitaria, dando avvio a processi di scholarship of teaching and learning.</p> 2022-06-24T00:00:00+00:00 Copyright (c) 2022 Enrico Cestino, Antonella Lotti, Cristiana Rossignolo, Ettore Felisatti, Anna Serbati Prime pagine 2022-06-22T08:07:50+00:00 Tecnical Editorial Staff <p>Prime pagine</p> 2022-06-24T00:00:00+00:00 Copyright (c) 2022 Tecnical Editorial Staff