Research in progress

Journal title CADMO
Author/s Maurizio Gentile, Elisa Truffelli, Federica Caccioppola
Publishing Year 2023 Issue 2022/2 Language Italian
Pages 17 P. 105-121 File size 178 KB
DOI 10.3280/CAD2022-002007
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

1. Il Progetto TEVV: Teacher Education via Video
2. Qualità partecipata e servizi 0-6 anni: una ricerca formazione
3. La cittadinanza tra globalità, sostenibilità ed educazione. Un’indagine sulle convinzioni degli insegnanti

  1. Blomberg, G., Gamoran Sherin, M., Renkl, A., Glogger, I., Seidel, T. (2014), “Un- derstanding video as a tool for teacher education: investigating instructional stra- tegies to promote reflection”, Instructional Science, 42, pp. 443-463.
  2. Council Resolution on a strategic framework for European cooperation in educa- tion and training towards the European Education Area and beyond (2021-2030) 2021/C 66/01 (2021), Official Journal, C 66, 1­21. CELEX, -- https://eur­lex.euro- pa.eu/legal­content/EN/TXT/?uri=CELEX:32021G0226(01)[legislation].
  3. European Commission/EACEA/Eurydice (2021), Teachers in Europe: Careers, De- velopment and Well-being. Eurydice report. Luxembourg: Publications Office of the European Union.
  4. Gentile M., Tacconi, G. (2016), “Visione professionale e video­riprese di azioni d’insegnamento: una rassegna sul costrutto e sugli approcci formativi”, Forma- zione & insegnamento, 14 (3), pp. 243-261.
  5. Gentile M. (2019), Digital videos and teacher education: a research training fra- mework. In J. Beseda, L. Rohlíková, V. Duffek (Eds), DisCo2019: Unlocking the Gate to Education around the Globe, 14th conference reader. Prague: Centre for Higher Education Studies, pp. 6-24.
  6. Gentile M. (2020), Evaluating the impact of video-based training strategies on teachers’ perceived pedagogical knowledge and self­efficacy. In L. Gómez Chova,
  7. A. López Martínez, I., Candel Torres (Eds), ICERI2020 Proceedings. Valencia: IATED Academy, pp. 3247-3254.
  8. Hattie, J. (2013), “What is the nature of evidence that makes a difference to lear- ning?”, Form@re – Open Journal per la formazione in rete, 13 (2), pp. 6-21,
  9. Kennedy, M.M. (2019), “How we learn about teacher learning”, Review of Research in Education, 43 (1), pp. 138-162, DOI: 10.3102/0091732X19838970
  10. König, J., Santagata, R., Scheiner, T., Adleff, A.­K., Yang, X., Kaiser, G., (2022), “Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice”, Educational Research Review, 36,
  11. OECD (2019), TALIS 2018 Results, vol. I: Teachers and School Leaders as Lifelong Learners. Paris: OECD Publishing,
  12. Asquini, G. (a cura di) (2018), La Ricerca-Formazione. Temi, esperienze, prospetti- ve. Milano: FrancoAngeli.
  13. Balduzzi, L. (2022), Le sfide della formazione continua nella co­costruzione del sistema integrato 0­6. In M. Fiorucci, E. Zizioli (a cura di), La formazione degli insegnanti: problemi, prospettive e proposte per una scuola di qualità e aperta a tutti e tutte. Lecce: Pensa Multimedia, pp. 317­321.
  14. Reichert, F., Torney­Purta, J., Liang, W. (2020), “Teachers’ organizational participa- tion: Profiles in 12 countries and correlates in teaching­related practices”, Theory & Research in Social Education, 48 (4), pp. 552-582.
  15. Sampermans, D., Reichert, F., Claes, E. (2021), “Teachers’ concepts of good citi- zenship and associations with their teaching styles”, Cambridge Journal of Edu- cation, 51 (4), pp. 433-450, DOI: 10.1080/0305764X.2020.1861219
  16. Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G. (2016), IEA International Civic and Citizenship Education Study 2016 Assessment Framework. Cham: Springer.
  17. Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G., Friedman, T. (2017), Be- coming Citizens in a Changing World IEA International Civic and Citizenship Education Study 2016 International Report. Amsterdam: International Associa- tion for the Evaluation of Educational Achievement (IEA).
  18. Sicurello, R. (2016), “Educazione alla cittadinanza: significati, linee di ricerca, finali- tà e pratiche didattiche”, Foro de Educación, 14 (20), pp. 71-103,
  19. Sim, J.B. Y., Chua, S., Krishnasamy, M. (2017), “‘Riding the citizenship wagon’: Citizenship conceptions of social studies teachers in Singapore”, Teaching and Teacher Education, 63, pp. 92-102.
  20. Thornton, J.S. (2005), Teaching social studies that matters: Curriculum for active learning. New York: Teachers College Press.
  21. Valenzano, N. (2016), “Necessità e impossibilità dell’educazione alla cittadinanza. La comunità di ricerca filosofica come risorsa per superare l’aporia”, Foro de Educación, 14 (21), pp. 249-280,
  22. Zorell, C.V., Yang, M. (2019), “Real­World Sustainable Citizenship between Poli- tical Consumerism and Material Practices”, Social Sciences (Basel), 8 (11), pp. 311-332.
  23. McLaughlin, T.H. (1992), “Citizenship, Diversity and Education: a philosophical perspective”, Journal of Moral Education, 21 (3), pp. 235-250.
  24. Martens, A., Gainous, J. (2013), “Civic Education and Democratic Capacity: How Do Teachers Teach and What Works?”, Social Science Quarterly, 94 (4), pp. 956-976.
  25. Leenders, H., Veugelers, W., De Kat, E. (2008), “Teachers’ views on citizenship education in secondary education in the Netherlands”, Cambridge Journal of Education, 38 (2), pp. 155-170.
  26. Knowles, R.T. (2017), “Teaching who you are: Connecting teachers’ civic education ideology to instructional strategies”, Theory and Research in Social Education, 46 (1), pp. 68-109.
  27. Kymlicka W., Norman W. (1994), “Return of the citizen: A survey of recent work on citizenship theory”, Ethics, 104 (2), pp. 352-381.
  28. Fabbri, M., Soriani, A. (2021), “The challenges for schools in a complex society. Educating for digital citizenship to build a democratic culture”, Pedagogia oggi, 19 (2), pp. 54-63.
  29. D’Addelfio, G. et al. (2021), “Editoriale”, Pedagogia oggi, 19 (2), pp. 9-12.
  30. De Ruyter, D.J., Spiecker, B. (2008), The world citizen travels with a different view. In M. Peters, A. Britton, H. Blee (Eds), Global Citizenship Education: Philoso- phy, Theory and Pedagogy. Rotterdam: Sense, pp. 351-363.
  31. Dalton, R.J. (2008), The good citizen: How a younger generation is reshaping Ame- rican politics. Washington, DC: CQ Press.
  32. Carr, D. (2006), “The moral roots of citizenship: Reconciling principle and character in citizenship education”, Journal of Moral Education, 34 (4), pp. 443-456.
  33. Agrusti, G. (2021), Le parole per l’Educazione civica e alla cittadinanza. In G. Agru- sti, V. Schirripa, D. Gambusi (a cura di) (2021), “Educazione civica, cittadinanza e democrazia. Un’agenda per la scuola”, Scholé, 9 (1), pp. 3-16.
  34. Lazzari A., Balduzzi L., Serapioni, M. (2022), Il coordinamento pedagogico territoriale come snodo del sistema integrato 0-6: il percorso di formazione in servizio realizzato nel progetto InTRANS. In M.A. Nunnari (a cura di), Coordinatore e coordinamento territoriale. Trento: Zeroseiup, pp. 63­82.
  35. Ferrari, M. (2013), “Dispositivi di analisi della qualità nei contesti educativi per l’infanzia: per un’esperienza di valutazione formativa ‘interculturale’ e dialogica”, RELAdEI – Revista Latinoamericana de Educación Infantil, 2 (2), pp. 35-51.
  36. Eteläpelto, A., Vähäsantanen, K., Hökkä, P., Paloniemi, S. (2014), Identity and agency in professional learning. In S. Billett, C. Harteis, H. Gruber (Eds), In- ternational handbook of research in professional and practice-based learning. London: Springer, pp. 645­672.
  37. Bondioli, A., Savio, D. (2018), La valutazione di contesto nei servizi per l’infanzia italiani. Bergamo: Edizioni Junior.
  38. sul percorso educativo 0-6. Trento: Zeroseiup.
  39. Bondioli, A., Savio, D., Gobbetto, B. (2017), TRA 0-6: uno strumento per riflettere
  40. Bondioli, A., Ferrari M. (a cura di) (2004), Verso un modello di valutazione formativa. Bergamo: Edizioni Junior.
  41. M. Ferrari (a cura di), Manuale di valutazione del contesto educativo. Milano: FrancoAngeli, pp. 99-113.
  42. Bondioli A., Ferrari M. (2000), Valutazione formativa e restituzione. In A. Bondioli,
  43. Bondioli, A. (2004), Valutare. In A. Bondioli, M. Ferrari (a cura di), Verso un model- lo di valutazione formativa. Bergamo: Edizioni Junior, pp. 11-58.

Maurizio Gentile, Elisa Truffelli, Federica Caccioppola, Ricerche in corso in "CADMO" 2/2022, pp 105-121, DOI: 10.3280/CAD2022-002007