Moldear la Educación: Innovación, Identidad e Inclusión
Palabras clave:
Innovación Educativa, Identidad y Educación Cultural, Inclusión y SostenibilidadResumen
Editorial para Formazione & insegnamento, 22(2). El editorial “Moldear la Educación: Innovación, Identidad e Inclusión” reflexiona sobre cómo la educación, inspirada en los principios de Paulo Freire, puede convertirse en una herramienta para la transformación social. El número explora tres dimensiones fundamentales de la educación contemporánea: innovación, identidad e inclusión. La innovación se percibe no solo como un progreso tecnológico, sino también como una reformulación de las prácticas educativas. La identidad surge como el reconocimiento y la valorización de la diversidad cultural en los contextos educativos. La inclusión se propone como un principio rector orientado a garantizar el acceso igualitario y universal al aprendizaje. Este número de la revista ofrece perspectivas y reflexiones sobre cómo estas dimensiones se entrelazan, construyendo un sistema educativo más justo, equitativo e inclusivo.
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Ganino, G., La Vecchia, L., & Zappaterra, T. (2024). Media Education and Audiovisual Creative Practices Between Formal and Non-Formal Education: The Proposal for a Teaching Model for High Schools. Formazione & Insegnamento, 22(2), 7243. https://ojs.pensamultimedia.it/index.php/siref/article/view/7243
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Greco, G., Poli, L., Petrelli, A., Fischetti, F., & Cataldi, S. (2024). Physical Education and Sport: A Path to Inclusiveness, Equality and Sustainable Development. Formazione & insegnamento, 22(2), 7171. https://ojs.pensamultimedia.it/index.php/siref/article/view/7171
Gualdaroni, F., & Marcelli, A. M. (2024). The Gettatelli: Educational Dimensions of Institutionalized Care for Abandoned Newborns in Renaissance Tuscan Hospitals. Formazione & Insegnamento, 22(2), 7401. https://ojs.pensamultimedia.it/index.php/siref/article/view/7401
Macale, C. (2024). ‘We made an intercultural religion’: Educational reflections after an experimental Catholic Religious Education (IRC) pathway towards a new research project. Formazione & insegnamento, 22(2), 7342. https://ojs.pensamultimedia.it/index.php/siref/article/view/7342
Martínez-Maireles, D. (2024). The Assessment Process: A Multi-Level Model for Configuring and Analyzing Assessment Practices. Formazione & insegnamento, 22(2), 7236. https://ojs.pensamultimedia.it/index.php/siref/article/view/7236
Mazzoli, S. (2024). Lifelong Learning and New Competences: A Trans-Disciplinary Study on the Phenomenon of Inactivity in Adult Men. Formazione & Insegnamento, 22(2), 7364. https://ojs.pensamultimedia.it/index.php/siref/article/view/7364
Mercer, S. O., Falzone, Y., & La Marca, A. (2024). Exploratory Factor Analysis of TPACK: assessing construct validity in the context of Italian future teachers. Formazione & Insegnamento, 22(2), 7341. https://ojs.pensamultimedia.it/index.php/siref/article/view/7341
Natalini, A., Orecchio, F., & Giuliani, D. (2024). Narrative in Teaching-Learning Processes Through the Virtual Worlds of the Metaverse. Formazione & insegnamento, 22(2), 7411. Narrative in teaching-learning processes through the virtual worlds of the metaverse
Nizzolino, S. (2024). Artificial Intelligence in the European approach to Education: Perspectives, perceptions, and mistrust. Formazione & Insegnamento, 22(2), 7030. https://ojs.pensamultimedia.it/index.php/siref/article/view/7030
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Petrassi, D. (2024). Integrating ChatGPT as a Learning Tool: Potential Benefits and Critical Considerations. Formazione & Insegnamento, 22(2), 7328. https://ojs.pensamultimedia.it/index.php/siref/article/view/7328
Restiglian, E., & Busato, S. (2024). Homeschooling: A Multiple Case Analysis. Formazione & insegnamento, 22(2), 7244. https://ojs.pensamultimedia.it/index.php/siref/article/view/7244
Salerno, V., Salvin, A., Rigoni, L., & Marcelli, A. M. (2024). ‘Points License’ as a Training Practice: Experimentation in a Vocational Training Centre in Friuli-Venezia Giulia. Formazione & insegnamento, 22(2), 6835.
Sancen Contreras, F. J. (2024). Knowledge and Society: Dynamic Education. Formazione & insegnamento, 22(2), 7307. https://ojs.pensamultimedia.it/index.php/siref/article/view/7307
Silva, D. L. da, Doria, B., Picasso, F., & Serbati, A. (2024). The Role of Students in the Professional Development of University Teachers: The REFLECT Model. Formazione & insegnamento, 22(2), 7312. https://ojs.pensamultimedia.it/index.php/siref/article/view/7312
Tino, C. (2024). Developing a Culture for Sustainable Development in Schools: Practices and Functions of Educational Leaders. Formazione & insegnamento, 22(2), 7139. https://ojs.pensamultimedia.it/index.php/siref/article/view/7139
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Derechos de autor 2024 Andrea Mattia Marcelli
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
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