The development of professional identity is a central aspect of preservice teacher training. This study explores the role of intrinsic, extrinsic and altruistic motivations in teacher identity among first- and second-year students in a Bachelor’s degree programme in Primary Education. A…

Initial Teacher Education and Teachers’ Professional Development are considered strategic issues at a global level to ensure qualified teachers and high-quality education systems. The paper presents a model designed by the Erasmus+ Teacher Education for a Future in Flux (teff) Academy to provide…

Feedback is considered as a primary component in formative assessment, as well as one of the factors that has a great influence on student learning. The paper aims to illustrate and evaluate the results of an investigation in which the use of feedback, and in particular peer feedback, is promoted in…

The paper concerns an observational-correlational research aimed at detecting the “profile” of conceptions about assessment of the aspiring secondary school teachers enrolled in PF24 provided by the University of Bologna. The research was initiated in A.Y. 2020/21 and continued in A.Y. 2021/22,…

Increasing the quality of learning and teaching by promoting a closer link with research is the main mission of the European Knowledge Area. After a first revolution that has affected the school, characterized by the introduction of distance learning, today we are witnessing an ambitious challenge…

The assurance of quality of teaching and teacher training are complex issues and strategic objectives that the European Union supports. This focus reflects the need to ensure appropriate initial and in progress professional development education, although the training model is a major diversity of…