Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Rethinking teacher education in times of multiple crises. Complexity, inclusion, artificial intelligence, and educational responsibility
Giorgio Crescenza, Rosabel Roig-Vila, Fabio Bocci
Teacher education as an identity construction: between multi-competencies, situated practices and reflexivity
Enza Manila Raimondo, Antonio Giannone, Marinella Muscarà
"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
Rethinking educational space in initial teacher education: between design, inclusion, and professional identity
Maria Rosaria Strollo, Francesca Buccini
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
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
Developing integrated responses to situations of vulnerability: participatory teacher training within the P.I.P.P.I. LEPS
Claudia Marcellan, Paola Milani
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 CaligioreAnalysis of the discussion for teacher self-assessment: A research-training path
Beatrice Carbè, Patrizia Sposetti
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
Intercultural Competence and Teaching Practices in Primary Education: An Analysis of Teachers’ Attitudes and Professional Development Needs
Clara Leone, Sara Germani, Giordana Szpunar
Technology-enhanced feedback in early childhood and primary education: a scoping review on self-assessment development
Sara Bertini, Gabriele Biagini
Anno I, Numero 2
2009
Anno I, Numero 1
2009
Linee guida per gli autori
LINEE GUIDA PER GLI AUTORI
TIPOLOGIA DEI CONTRIBUTI ACCETTATI DALLA RIVISTA
- Rapporti, Riflessioni, Presentazioni
- Studi e Contributi di ricerca
- Interviste
- Recensioni
CARATTERISTICHE DEI CONTRIBUTI
Gli Autori interessati a pubblicare su QTimes debbono prendere visione delle Norme redazionali:
INFORMATIVA SUI DIRITTI
Gli Autori che pubblicano su QTimes accettano le seguenti condizioni:
- Gli Autori mantengono i diritti sulla loro opera e cedono alla Rivista il diritto di prima pubblicazione dell'opera, contemporaneamente licenziata sotto una Licenza Creative Commons - Attribuzione che permette ad altri la condivisione del lavoro indicando la paternità e la prima pubblicazione su questa Rivista.
- Gli Autori possono altresì depositare il lavoro in un archivio istituzionale, inserirlo in una monografia o diffonderlo on line (in repository o su siti web) prima e durante il processo di sottomissione allo scopo di aumentare le citazioni dell'opera pubblicata (si legga a tale riguardo Gli effetti dell'Open Access)
INFORMATIVA SULLA PRIVACY
Per diventare autore, lettore o referee bisogna registrarsi al sito della rivista
La registrazione permette alla redazione di gestire al meglio le comunicazioni interne per l'elaborazione dei numeri e la messa on line degli articoli, per veicolare news e avvisi della Rivista.
Nel rispetto della legge italiana sulla Privacy, la Rivista garantisce agli autori, lettori e referee che effettuano la registrazione sul sito, che i loro dati personali (nome, e.mail, foto) non verranno utilizzati per fini diversi da quelli su elencati.
Vetrina
