Vol. 14 No. 3 (2016): The Science of Teaching and the Methodological Expertise of Teachers and Trainers: An Analysis of Needs, Planning, Implementation, and Evaluation

Editor: Antonella Nuzzaci

Published: 2016-12-31

Full Issue

• PDF (Italiano)

Table of contents

• Indice

  5-8

  • PDF (Italiano)

Editorial

• Editorial: Science of teaching, training and methodological skills of teachers and trainers: from design to evaluation

  Antonella Nuzzaci

  9-14

  • PDF (Italiano)

• Introductory Essay: Promoting and supporting the methodological skills of teachers and trainers for the successful of the teaching and the quality of the training

  Antonella Nuzzaci

  15-36

  • PDF (Italiano)

Articles

• Enhancing the Development of Audiation in Early Music Education Using Multimedia (a Polish Example)

  Ewa Parkita, Pawel A. Trzos

  37-48

  • PDF

• An Integrated Approach to Facilitate the Training of Methodological Competencies in a Teacher Education Program

  Lan Li, Xiongyi Liu, Savilla Banister

  49-58

  • PDF

• Observing new university professors in class: initial results of the effects of intensive training on teaching practices

  Diane Leduc, Louise Ménard, Denis Bédard, Geneviève Lameul

  59-72

  • PDF

• The entrepreneurial laboratory for teacher training in enterprise education

  Daniele Morselli

  73-88

  • PDF

• The methodogical skills of teachings between needs analysis and didactic action

  Franco Bochicchio

  89-98

  • PDF (Italiano)

• The borders of school inside Italian Juvenile Prisons

  Marco Brancucci

  99-116

  • PDF (Italiano)

• Developing capabilities contexts during in-service teacher education. Cooperation, agency, empowerment

  Piergiuseppe Ellerani

  117-134

  • PDF (Italiano)

• The management in the places of knowledge within an emotional journey of awareness: from relation to the new scenarios of the educational reflection

  Felice Corona, Filomena Agrillo, Tonia De Giuseppe

  135-154

  • PDF (Italiano)

• The teacher design competence. Explanation of the abductive component

  Laura Sara Agrati

  155-164

  • PDF (Italiano)

• Exploring the Impact of a Teacher Study Group in an Italian University

  Monica Fedeli, Edward W. Taylor

  165-178

  • PDF

• Teachers’ digital competences. A exploratory survey on ICT application in the school

  Stefania Nirchi

  179-188

  • PDF (Italiano)

• The professional awareness of the teacher: resilience and self-regulation

  Alessandra La Marca, Leonarda Longo

  189-206

  • PDF (Italiano)

• Professors, Digital Technologies and Teaching: an Experience of Training Management for First Employed Teachers

  Antonio Cartelli

  207-230

  • PDF (Italiano)

• Assessment for learning: only theory or also practice? Representations of assessment in teachers and assessment practices

  Laura Bellomo

  231-242

  • PDF (Italiano)

• Professional vision and videos of teaching actions: a review on construct and formative approaches

  Maurizio Gentile, Giuseppe Tacconi

  243-262

  • PDF (Italiano)

• Analysis of core teaching. Research experience with preservice teachers on practical and theories of teaching

  Giancarlo Gola

  263-276

  • PDF (Italiano)

• The inclusive teacher: individual factors, perception of disability and teaching strategies

  Anna Maria Murdaca, Patrizia Oliva, Patrizia Panarello

  277-286

  • PDF (Italiano)

• New qualified teachers in small schools. Development of competences and educational professionalism

  Giuseppina Rita Mangione, Maeca Garzia, Maria Chiara Pettenati

  287-306

  • PDF (Italiano)

• ICT and Teaching: Teachers’ Digital Behaviours of Secondary School

  Samuele Calzone, Claudia Chellini

  307-318

  • PDF (Italiano)

• Educator and educationalist at school. Why, roles and competencies

  Silvana Calapriceo

  319-334

  • PDF (Italiano)

• Methodological skills and professional development for teachers of kindergarten and primary school: experience of in-service training

  Rosanna Tammaro, Marika Calenda, Concetta Ferrantino

  335-352

  • PDF (Italiano)

• Online training events for teachers’ professional development: CLIL and technologies in a Learning Event promoted by eTwinning

  Letizia Cinganotto

  353-372

  • PDF (Italiano)

• Understanding, observing and teaching cognitive competences trought school subjects

  Cristina Vedovelli

  373-390

  • PDF (Italiano)

• e-book to communicate and instruct at workplace: case study

  Barbara Tondini, Carla Simeoni, Vivana Rinaldi

  391-408

  • PDF (Italiano)

• Reflection on tutors’ teaching practices in Primary Education workshops

  Giuseppa Cappuccio

  409-420

  • PDF (Italiano)

• The possibility of teacher training in hermeneutical-existential teaching A profile reinforcement of the teachers in front of the youth fragility exposed to violent religious extremism

  Cristina Carnevale

  421-433

  • PDF (Italiano)

• Competenze olistiche e disciplinari

  Riccardo Mancini

  434-445

  • PDF (Italiano)

• A Robot in the classroom Epistemology and experience

  Anita Gramigna, Giorgio Poletti

  446-460

  • PDF (Italiano)

• Teaching online reading with the Think Aloud metacognitive technique

  Stefania Carioli

  461-472

  • PDF (Italiano)

• What is the relationship between methodological and intercultural competences in the initial training of teachers?

  Carmela Tanzella

  473-482

  • PDF (Italiano)

• La nueva paideia: educación entre integración y democracia

  Stefano Salmeri

  483-493

  • PDF (Español (España))

• Intercultural Education as “Global Education”

  Patrizia Panarello

  494-504

  • PDF (Italiano)

Authors

• Autori

  505-513

  • PDF (Italiano)