Anno XVIII, Numero 2

2026

Rethinking teacher education in times of multiple crises. Complexity, inclusion, artificial intelligence, and educational responsibility
Giorgio Crescenza, Rosabel Roig-Vila, Fabio Bocci
“We’re all a little authoritarian.” Multilayered, internalized authoritarianism, “black pedagogy,” and teacher training for the “unlearning” of educational conditioning
Maria Grazia Riva
Pedagogical supervision in in-service training for 0–6 educators: between educational responsibility and reflective communities
Angela Muschitiello
Teacher education as an identity construction: between multi-competencies, situated practices and reflexivity
Enza Manila Raimondo, Antonio Giannone, Marinella Muscarà
Beyond Guidance-Oriented Teaching: The Neuroscientific Educational Relationship
Giuseppe Refrigeri
"Augmented" teacher. Redefining the professional identity of teachers in the AI era
Roberto Orazi, Alessio Moriconi
Deconstructing the Ordinary: Microaggressions, Positionality, and Teacher Training from a Decolonial Perspective
Giulia Gozzelino, Isabella Pescarmona, Afaf Ezzamouri
The Teacher as Epistemic Intermediary: Vocational Imagination, Evaluative Habitus and Professional Identity Formation in Contexts of Vulnerability
Andrey Felipe Sgorla
Sexuality, gender, and disability: teacher training as a strategic lever for inclusive school citizenship
Diletta Chiusaroli
Pedagogical Governance of Artificial Intelligence and Teacher Education. Rethinking Professional Responsibility Beyond Technocentrism
Chiara Carletti
“Neuroqueering” Early Childhood Education through Teacher Training
Chiara Borelli
Professional development/learning: a strategic value for initial and in-service teacher training
Milena Pomponi
The emotional dimension in teaching professionalism. Professional identity, vulnerability, relationships
Pasquale Gallo
Rethinking educational space in initial teacher education: between design, inclusion, and professional identity
Maria Rosaria Strollo, Francesca Buccini
Between Language and Symbolic Violence: Training Teachers to Recognize and Counter Hate Speech on Women with Disabilities
Angela Magnanini
STEM Teacher Training as Critical Practice: Generative AI, STEAM Approaches and Educational Responsibility
Francesca Marone, Ilaria Curci, Marta Pirro
Training in digital citizenship: a research-training programme for future nursery and primary school teachers
Rosanna Tammaro, Deborah Gragnaniello
Adult education in prison. Reflective training of teachers in an andragogical perspective
Paolo Di Rienzo, Giovanni Serra
Cartographies of Affectivity: Languages, Narratives, and the Construction of Professional Identity in Early Childhood Education Contexts
Gabriella D'Aprile, Giambattista Bufalino, Cristina Trovato, Claudia Grasso
The role of reflective skills in teacher training for career guidance
Daniela Dato, Severo Cardone, Miriam Bassi, Cristina Romano
Training teachers in mathematics education: curriculum-based active breaks to reflect on mathematics and inclusion in primary school
Rosa Bellacicco, Francesca Capone, Raffaele Casi, Carlotta Soldano
The Life Project as a Pedagogical Framework for Transforming Teacher Professionalism: Emerging Competencies and Professional Postures
Nicole Bianquin, Fabio Sacchi
Expressive mediators in teacher education: playfulness, comics, and music as inclusive and transformative mediators between UDL and embodied reflectivity
Leonardo Menegola, Paola Cortiana
Guidance as a pedagogical competence of teacher professionalism: representa-tions, practices, and training needs within teacher qualification pathways
Federica De Carlo
Professional reflexivity and inclusive practices in teacher training: the predictive role of attitudes
Giusi Castellana, Conny De Vincenzo
Teaching in Demographic Transition: Professional Challenges and Teacher Resources in Multigrade Classrooms of Italy’s Inner Areas
Laura Parigi, Chiara Zanoccoli, Maeca Garcia
Responsible Artificial Intelligence for Humanities. Educational Simulations Between Mediation and Dialogical Learning
Francesco Luigi Gallo, Giuseppe Russo, Sara Gemma, Arturo Puoti
Artificial Intelligence and Educational Responsibility in Teacher Training
Alessia Gargano, Giuseppe Carci, Andrea Laudadio
Artificial Intelligence as a pharmakon in the professional practice of special education teachers: a qualitative study
Enrico Miatto, Maria Valentini, Elena Mantoet
Valuing assessment: training future teachers for docimological responsibility in the age of AI
Martina Bruno, Dorotea Rita Di Carlo, Leonarda Longo
Comfortable but unprepared: Comprehensive sexuality education and perceptions of future educators in Italy
Valeria Bruno
Developing integrated responses to situations of vulnerability: participatory teacher training within the P.I.P.P.I. LEPS
Claudia Marcellan, Paola Milani
“You can’t say anything anymore!” Educational suggestions for a conscious use of language
Marco Leggieri
Competencias socioemocionales docentes y prevención del bullying en Educación Primaria. Análisis de autovaloraciones y juicios situacionales
Gema Llamero Illán, María José Hernández Serrano; Isabel Vicario-Molina
Teacher education and the construction of professional identity: the practicum as a reflective and relational space
Donatella Visceglia, Ester Caparrós Martín, Nieves Blanco Garcia, Amalia Rizzo
Values, Self-Efficacy, and Motivation in Special Education Teachers: An Empirical Analysis
Annalisa Ianniello, Ali Musleh Alodat, Paola Aiello
Training teachers for the critical use of generative AI: a qualitative analysis of teachers’ and students’ open-ended responses
Daniele Dragoni, Maria Désirée Epure, Elisa Colì, Simona Careri, Daniele Caligiore
Analysis of the discussion for teacher self-assessment: A research-training path
Beatrice Carbè, Patrizia Sposetti
Immersive technologies and educational responsibility in teacher training: empirical evidence from the MuSEd VR project
Claudio Palazzi
From personal values to career choice: motivations and teacher identity in the early years of initial teacher education
Filippo Marcato, Giorgia Slaviero, Emilia Restiglian, Marina De Rossi
Building effective learning environments: teacher support practices to enhance motivation
Ludovico Vespasiani, Rosa Vegliante, Sergio Miranda
Learning to navigate uncertainty and educational emergencies: the contribution of futures thinking in making responsible decisions in the present
Alessia Bevilacqua
Evaluating student teachers’ professionalism: content validation of a self-assessment tool
Giacomo Zavatta
Intercultural Competence and Teaching Practices in Primary Education: An Analysis of Teachers’ Attitudes and Professional Development Needs
Clara Leone, Sara Germani, Giordana Szpunar
Recensione al testo: Dariusz Grzadziel (2025). Didattica generale. Fondamenti della scienza e dell’arte di insegnare. Roma: LAS
Elisabetta Faraoni
Technology-enhanced feedback in early childhood and primary education: a scoping review on self-assessment development
Sara Bertini, Gabriele Biagini

Contatti

Redazione:

Dott.ssa Nicoletta Di Genova

Università dell'Aquila

Dott.ssa Martina De Castro

Università di Roma Tre

Dott.ssa Federica De Carlo

Università di Roma Tre

Contatto principale:

qtimesredazione@gmail.com

Direttrice:

Prof.ssa Stefania Nirchi

Dipartimento di Scienze della Formazione

Università di Roma Tre

direttoreqtimes@gmail.com