The induction phase for newly hired teachers is essential for their professional integration, but it sometimes presents several challenges in the relationship between tutor and tutee. Feedback, often perceived as evaluative rather than formative, limits the professional growth of new teachers…

Teacher professionalism is characterized by a complex interaction between cultural, pedagogical, social, and specifically didactic competences, the result of an equally complex orchestration of knowledge, skills, beliefs and internal dispositions. Professional identity considered as a set of…

This contribution presents the findings of an exploratory survey conducted by the Apulian Universities (UniBa, Unisalento, UniFG) and the Regional School Office for Apulia. The survey was designed to ascertain the experiences and training needs of tutors who work alongside teachers newly appointed…

In the dynamic field of education, the induction phase for new teachers is crucial for ensuring high-quality teaching and fostering professional growth. This article presents a comparative analysis of induction practices in Italy and Spain, focusing on effective strategies, tools, and applied…

The research examines the role of the mentor in the induction period for newly recruited teachers, with a specific focus on supporting teachers. Tutoring is a strategic and regulative process of accompaniment in professional development aimed at achieving meaningful competences through peer-to-peer…

The paper is situated in the theoretical framework of practice-based studies by investigating the design and prototyping practices of educational toys and children's entertainment by 26 toy designers. The thematic analysis of the interviews submitted to these professionals makes it possible to…

Typically, individuals enter the teaching profession after completing a well-established pathway of academic qualification. Research illustrates that, nowadays, an increasing number of teachers join the classrooms after spending time in different career backgrounds and after working within a prior…

The in-service training of tenured teachers is mandatory, permanent and structural (paragraph 124 of Law 107 of 2015) and it represents ethically, as well as legally, the fundamental prerequisite for the professional development, both individual and for the entire teachers’ community. For the…

The development of a meaningful school-territory relationship is promoted by legislative indications and is implemented by building an educational offer that includes the expectations of families and the socio-economic context. The aims concern the design of pathways for the development of active…

Within the framework of a strategy of attention to the life cycle (Pinto Minerva, 2012; WHO, 2011), the pedagogy of the elderly (Musaio, 2020) approaches the theme of care (Mortari, 2006; Iori, 2008) through the promotion of the person in his uniqueness, in consideration of the networks in which he…

The paper introduces the theoretical and methodological framework behind the design of a digital internship programme (Tirocinio-on) and the related tools based on the constructs of self-directed guidance, digital work-integrated learning and career management skills. The programme involved a total…

The paper describes two Project-Based Learning experiences (PjBL) that engage future educators. The proposed projects include the creation of a radio program for the web broadcaster Radio UAO and a virtual Lego set for the Lego Idea contest. The methodology allows to acquire meaningful concepts in…

In the last years the professional development of the teachers has been considered an international and strategic field survey because it can be read both as instrument to reach quality standard increasingly, in terms of scholastic performance, both as means for the best educational offer in step…