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
Rapporti, riflessioni, presentazioni
Rethinking teacher education in times of multiple crises. Complexity, inclusion, artificial intelligence, and educational responsibility
This article examines teacher education as a crucial space for interpreting the complexity of contemporary crises.…
“We’re all a little authoritarian.” Multilayered, internalized authoritarianism, “black pedagogy,” and teacher training for the “unlearning” of educational conditioning
This article analyzes the persistence of authoritarianism in contemporary educational relationships, drawing on the…
Pedagogical supervision in in-service training for 0–6 educators: between educational responsibility and reflective communities
This paper explores the role of pedagogical supervision in the in-service training of early childhood educators (0–6)…
Teacher education as an identity construction: between multi-competencies, situated practices and reflexivity
The paper interrogates the dialectical process underlying the construction of teachers’ professional identity, here…
Beyond Guidance-Oriented Teaching: The Neuroscientific Educational Relationship
The Guidelines for Guidance (Ministerial Decree no. 328 of 22 December 2022) explicitly identify the “episodic…
"Augmented" teacher. Redefining the professional identity of teachers in the AI era
The spread of AI systems in educational contexts raises questions about the redefinition of teachers' professional…
Deconstructing the Ordinary: Microaggressions, Positionality, and Teacher Training from a Decolonial Perspective
In a society marked by hate speech and monolithic narratives, schools provide an essential setting for fostering…
The Teacher as Epistemic Intermediary: Vocational Imagination, Evaluative Habitus and Professional Identity Formation in Contexts of Vulnerability
At a time when the crisis of teacher professional identity intersects with the growing displacement of students whose…
Sexuality, gender, and disability: teacher training as a strategic lever for inclusive school citizenship
This contribution analyses adolescent affective and sexuality education as integral dimensions of the person,…
Pedagogical Governance of Artificial Intelligence and Teacher Education. Rethinking Professional Responsibility Beyond Technocentrism
The growing presence of artificial intelligence in educational contexts constitutes a genuinely pedagogical issue,…
“Neuroqueering” Early Childhood Education through Teacher Training
This theoretical-conceptual essay reflects on the need for teacher education to contribute to the deconstruction of…
Professional development/learning: a strategic value for initial and in-service teacher training
Teacher training, both initial and in-service, has been a topic of focus for several years, both within institutional…
The emotional dimension in teaching professionalism. Professional identity, vulnerability, relationships
The social and relational transformations that are sweeping through contemporary schools are calling for a redefinition…
Studi e contributi di ricerca
Rethinking educational space in initial teacher education: between design, inclusion, and professional identity
Over the past decades, research on the renewal of school architecture has increasingly placed the relationship between…
Between Language and Symbolic Violence: Training Teachers to Recognize and Counter Hate Speech on Women with Disabilities
This contribution investigates the role of teacher education in countering hate speech, discrimination, and forms of…
STEM Teacher Training as Critical Practice: Generative AI, STEAM Approaches and Educational Responsibility
This paper examines teacher education as a space for educational responsibility, exploring how the integration of…
Training in digital citizenship: a research-training programme for future nursery and primary school teachers
This paper discusses a research-training project, launched in the 2024-2025 academic year, aiming to promote active…
Adult education in prison. Reflective training of teachers in an andragogical perspective
Prison often tends to frustrate teachers' aspirations to a quality educational process that promotes inclusion in a…
Cartographies of Affectivity: Languages, Narratives, and the Construction of Professional Identity in Early Childhood Education Contexts
This paper presents the results of a research-training program developed as part of the Con-tatto. Affective Education,…
The role of reflective skills in teacher training for career guidance
This contribution aims to present the latest research-raining activities carried out by the Centre for Skills Assessment…
Training teachers in mathematics education: curriculum-based active breaks to reflect on mathematics and inclusion in primary school
This contribution examines teacher professionalism in inclusive mathematics education through the experience of ABMOVE!,…
The Life Project as a Pedagogical Framework for Transforming Teacher Professionalism: Emerging Competencies and Professional Postures
This paper explores the life project as a pedagogical and transformative framework for reshaping the professionalism of…
Expressive mediators in teacher education: playfulness, comics, and music as inclusive and transformative mediators between UDL and embodied reflectivity
In response to the challenges of methodological innovation in teacher education and to students' growing exposure to…
Guidance as a pedagogical competence of teacher professionalism: representa-tions, practices, and training needs within teacher qualification pathways
This study investigates, from an exploratory perspective, the representations and training needs concerning school-based…
Professional reflexivity and inclusive practices in teacher training: the predictive role of attitudes
This cross-sectional correlational study examines the relationship between attitudes toward inclusion and professional…
Teaching in Demographic Transition: Professional Challenges and Teacher Resources in Multigrade Classrooms of Italy’s Inner Areas
The article analyses professional resources and challenges in multigrade teaching within a network of schools located in…
Responsible Artificial Intelligence for Humanities. Educational Simulations Between Mediation and Dialogical Learning
This contribution examines the application of generative artificial intelligence within history and philosophy teaching.…
Artificial Intelligence and Educational Responsibility in Teacher Training
The spread of generative artificial intelligence in educational contexts calls for critical reflection on the…
Artificial Intelligence as a pharmakon in the professional practice of special education teachers: a qualitative study
The growing pervasiveness of Artificial Intelligence (AI) within Inclusive Education contexts calls for critical…
Valuing assessment: training future teachers for docimological responsibility in the age of AI
The use of Artificial Intelligence within assessment practices in schools highlights the need to foster future…
Comfortable but unprepared: Comprehensive sexuality education and perceptions of future educators in Italy
In Italy, the introduction of Comprehensive Sexuality Education (CSE) in educational, school, and training contexts…
Developing integrated responses to situations of vulnerability: participatory teacher training within the P.I.P.P.I. LEPS
In the post-digital era, characterised by growing inequalities and widespread social and family vulnerability, teacher…
“You can’t say anything anymore!” Educational suggestions for a conscious use of language
The pervasive sense of urgency and intimidation to which global conflicts have accustomed us is also fuelled by a…
Competencias socioemocionales docentes y prevención del bullying en Educación Primaria. Análisis de autovaloraciones y juicios situacionales
This study analyses primary teachers’ intrapersonal and interpersonal competences for bullying and cyberbullying…
Teacher education and the construction of professional identity: the practicum as a reflective and relational space
The contribution presents a doctoral research project conducted jointly by the University of Málaga and Roma Tre…
Values, Self-Efficacy, and Motivation in Special Education Teachers: An Empirical Analysis
The study aims to examine the relationship between personal values and self-efficacy among special education teachers,…
Training teachers for the critical use of generative AI: a qualitative analysis of teachers’ and students’ open-ended responses
This study analyzes representations, uses, and critical issues of generative AI in education based on 723 participants…
Analysis of the discussion for teacher self-assessment: A research-training path
Numerous studies have highlighted the value of classroom discussion as a tool for the collective elaboration of…
Immersive technologies and educational responsibility in teacher training: empirical evidence from the MuSEd VR project
The study investigates the conditions under which the integration of VR and GenAI may constitute a pedagogically…
From personal values to career choice: motivations and teacher identity in the early years of initial teacher education
The development of professional identity is a central aspect of preservice teacher training. This study explores the…
Building effective learning environments: teacher support practices to enhance motivation
Based on Self-Determination Theory, this paper investigates the relationship between supportive behaviors adopted by…
Learning to navigate uncertainty and educational emergencies: the contribution of futures thinking in making responsible decisions in the present
Contemporary educational systems are subject to multiple pressures and transformations, rendering approaches limited to…
Evaluating student teachers’ professionalism: content validation of a self-assessment tool
The development of student teachers’ (STs) professional identity involves a process of self-transformation…
Intercultural Competence and Teaching Practices in Primary Education: An Analysis of Teachers’ Attitudes and Professional Development Needs
The multicultural identity of the Italian school system calls for reflection on teachers’ competences. In the current…
Recensioni
Recensione al testo: Dariusz Grzadziel (2025). Didattica generale. Fondamenti della scienza e dell’arte di insegnare. Roma: LAS
This paper provides a critical review of Dariusz Grzadziel’s volume on general didactics, interpreting teaching as a complex professional practice involving theoretical choices, educational…
Fuori call
Technology-enhanced feedback in early childhood and primary education: a scoping review on self-assessment development
Feedback and self-assessment are crucial components of effective learning, particularly in early childhood and primary education. With the increasing integration of digital technologies in educational…