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EDUCATIONAL REFLECTIVE PRACTICES
2 issues per year , ISSN 2240-7758 , ISSNe 2279-9605
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Educational Reflective Practices arises within the framework of a wide international network of university professors, consultants, and practitioners, who over the last 30 years have been using and sharing a reflective approach to the study of educational processes.
The topics which the journal focuses on are: the development of reflective thinking in life and work contexts; models and logics of the educational action; educational strategies to cultivate communities of practice and to promote the organizational learning; methodologies and tools for educating critical reflectve thinking.
The journal accepts two kinds of contributions: empirical investigations - preferably those adopting a qualitative approach; innovative theoretical studies which privilege multidisciplinary approaches.
The journal addresses practitioners, experts, and researchers who work in the field of education within both public and private organizations. In particular, empirical investigations and theoretical studies are conceived for practitioners of education: researchers, project designers, project managers, consultants, trainers, tutors, educators.

General Editor:Loretta Fabbri, Maura Striano, Claudio Melacarne.Scientific Board:Michel Alhadeff-Jones, Gillie Bolton, Stephen D. Brookfield, Jean D. Clandinin, Salvatore Colazzo, Michael F. Connelly, Michele Corsi, Antonia Cunti, Giovanna del Gobbo, Patrizia de Mennato, Norman K. Denzin, Loretta Fabbri, Monica Fedeli, Paolo Federighi, Laura Formenti, Chad Hoggan, Vanna Iori, Paolo Jedlowski, Farhad Khosrokhavar, Marco Lazzari, Paolo Limone, Victoria J. Marsick, Claudio Melacarne, Luigina Mortari, Carlo Orefice, Roberta Piazza, Massimiliano Stramaglia, Barbara Poggio, Francesca Pulvirenti, Barbara Schneider, Domenico Simeone, Maura Striano, Leonard Wacks. Editors: Francesca Bracci, Mario Giampaolo, Stefano Oliverio, Pascal Perillo, Alessandra Romano, Francesca Torlone

For Info: Dipartimento di Scienze della formazione, Scienze umane e della comunicazione interculturale, Università degli Studi di Siena, Viale Cittadini, 33 - 52100 Arezzo - tel. 0575/926273 email: educational.reflective.practices@gmail.com.

All articles published are double-blind peer reviewed

Classified in Class A by Anvur (National Agency for the Evaluation of Universities and Research Institutes) in: Education and History of Education and Didactic, Inclusive Education and Educational Research.

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The circulation of the journal is aimed at enhancing the impact in the academic community, the world of applied research, the professionals who work in education and training within organizations, public and / or private (universities, institutions, schools, organizations of the third sector, firms).



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Issue 2/2018 
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Mario Giampaolo, Claudio Melacarne, Introduzione
Rubina Petruccioli, Loretta Fabbri, Sexuality Education: un paradigma trasformativo (Sexuality Education: a transformative paradigm)
Francesca Anello, Promuovere e valutare le abilità di pensiero critico nella formazione iniziale degli insegnanti (Promoting and evaluating critical thinking skills in initial teacher formation)
Irene Cambra Badii , Josep-Eladi Baños, A walk on the wild side of medicine: a review of The Resident (A walk on the wild side of medicine: a review of The Resident)
Sergio Bellantonio, Apprendimento e trasformazione in età adulta: le transizioni identitarie secondo la prospettiva pedagogica (Learning and Transformation in Adulthood: Identity Transitions through the Pedagogical Perspective)
Elena Bortolotti, Roberta Moro, Le soft skill nelle professioni sanitarie: è possibile insegnarle? (Soft skills in the health professions: is it possible to teach them?)
Valeria Caggiano, Soft skills e curriculum universitario: un caso applicato per i laureati di ingegneria (Soft skills and higher educationa: the case of engineering students)
Francesco Cappa, Manuela Palma, Le transizioni formative: esperienza, educazione e pratiche riflessive (Making Transition Formative: experience, education and reflective practices)
Marika D’Oria, Quella necessaria scissione fra maestro e allievo. Per una pedagogia lacaniana (That necessary separation between the master and the student. For a lacanian pedagogy)
Diana C. Di Gennaro, Teachers have the power! Empowerment e agire didattico inclusivo (Teachers have the power! Empowerment and school inclusion)
Saverio Fontani, Interventi metacognitivi evidence-based per i Disturbi della Comprensione Testuale. Il ruolo del pensiero riflessivo (Evidence-based metacognitive interventions for the Reading Compre-hension Disorders. The role of the Reflective Thinking)
Tiziana Franceschini, Consapevolezza psicofisiologica per la relazione didattica: esperienze laboratoriali con insegnanti (Psychophysiological awareness for didactic relationship: laboratory experiences with teachers)
Claudio Melacarne, Riflessione, narrazione e apprendimento trasformativo (Reflection, narratives and transformative learning)
Claudio Melacarne, Alessandra Romano, Theory and Practice for Understanding Process and Outcomes of Transformative Learning
Alessandra Priore, Narrazione e temporalità. La prospettiva riflessiva nell’orientamento formativo. (Story and temporality. The reflective perspective in educational orientation)
Matteo Tracchi, Students’ Attitudes Toward The Influence of Religion in Society: a connection between Dobbelaere’s Compartmentalization and Citizenship Education (Students’ Attitudes Toward The Influence of Religion in Society: a connection between Dobbelaere’s Compartmentalization and Citizenship Education)
Iolanda Zollo, Il rapporto tra Didattica generale e Didattiche disciplinari: la teoria della semplessità come possibile trait-d’union (The relationship between the General Didactics and the Disciplinary Didactics: the theory of Simplicity as a possible trait-d'union)
Autori (Authors)


Issue 1/2018 
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Loretta Fabbri, Teresa Grange, Introduzione
Alessandra Romano, Francesca Bracci, Loretta Fabbri, Teresa Grange, Experience-based learning, apprendimento dall’esperienza e sfide femministe. Supportare lo sviluppo dell’identità professionale attraverso pratiche riflessive collettive (Experience-based learning, learning from experience and feminist challenges. Supporting professional identity development through collective reflective practices)
Loredana Perla, Laura Sara Agrati, Educate the respect of differences. A research on school curriculum
Paolo Federighi, Approcci trasformativi per la formazione alla leadership al femminile (Transformative approaches for the training to the female leadership)
Concetta Tino, Daniela Frison, Monica Fedeli, Leadership femminile e valore trasformativo dell’esperienza (Female leadership and transformative value of experience)
Ada Manfreda, Differenza, alterità e riconoscimento nell’agire sociale. Il caso di studio: "Donna: parliamone insieme" (Difference, otherness and recognition in social action. The case study: "Woman: let’s talk together")
Gianni Nuti, Ragioni artistiche della parità e delle differenze di genere (Artistic reasons for gender equality and differences)
Paolo Nitti, La vigile e la sindaca. Uno studio sul sessismo nella lingua italiana (La vigile e la sindaca. A study on sexism in Italian language)
Valentina Guerrini, Gender Equality Charter Mark. Uno strumento per certificare le buone pratiche contro gli stereotipi di genere nella scuola in Europa (Gender Equality Charter Marks. A tool to certify good practices against gender stereotypes in the school in Europe)
Federico Zamengo, Nicolò Valenzano, Disaccordo morale e differenza di genere. La Philosophy for Communities come pratica educativa di comunità (Moral disagreement and gender difference. The Philosophy for Communities as a community educational practice)
Salvatore Patera, Ezio Del Gottardo, MINDSET: progetto di ricerca intervento per lo sviluppo della competenza "senso di iniziativa e imprenditorialità" nel territorio della Provincia di Taranto (Mindset: research intervention project for the development of the "sense of initiative and entrepreneurship" competence in the Province of Taranto)
Irene Biemmi, Genere e segregazione formativa. Una ricerca su percorsi accademici "atipici" (Gender Segregation in Education. Research on "atypical" academic courses)
Recensioni
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