Suchergebnisse

Questo lavoro etnografico parte dalle convinzioni, dai valori, dagli atteggiamenti e dalle aspettative di docenti di inglese di tre diverse realtà educative a Salvador, Brasile e prende in considerazione i vantaggi e gli specifici svantaggi di ciascun contesto. Il lavoro ha avuto come obiettivo principale quello di indagare la percezione che i docenti brasiliani di inglese hanno della loro professionalità e la consapevolezza che essi hanno dei principi e delle implicazioni della condizione dell'inglese come lingua franca internazionale o globale. Lo studio indaga inoltre quanto la pratica quotidiana di questi docenti e il loro comportamento riflettano tali convinzioni.I dati sono stati raccolti tramite un questionario, osservazioni etnografiche delle classi e video registrazioni di interviste di gruppo semi-strutturate, dove argomenti come ELF/EIL (McKay, 2002; Seidlhofer, 2004; Jenkins, 2007), competenza interculturale (Byram 1997; Guilherme 2002) e pedagogia critica (Freire 1970; Crookes 2010) sono stati affrontati e discussi in una prospettiva più dinamica e democratica. I risultati e le considerazioni sono stati utili e rilevanti non solo per la discussione sulle implicazioni metodologiche e politico-ideologiche inerenti l'istruzione odierna in inglese, ma soprattutto per la riflessione su istanze che possono contribuire alla (ri)costruzione di un profilo più adeguato di insegnanti di inglese non nativi che propongono, tra altre cose, l'adozione di una pedagogia interculturale appropriata e critica, capace di incoraggiare gli insegnanti locali affinché cerchino soluzioni locali alle sfide che l'educazione linguistica contemporanea ha posto loro in modo sempre più pressante. Departing from beliefs, values, attitudes, and expectations of English teachers from three educational realities in Salvador, Brazil, and taking into consideration the competitive advantages and peculiar adversities of each context, this ethnographic work had as its main goal to investigate how Brazilian EFL teachers see themselves as contemporary language professionals, to which extent they are aware of principles and implications related to the condition of English as an international or global lingua franca, and whether their daily practice and behavior reflect these beliefs. The data were collected through a questionnaire, ethnographic class observations, and video recordings of semi-structured group interviews where topics like ELF/EIL (McKay, 2002; Seidlhofer, 2004; Jenkins, 2007), intercultural competence (Byram 1997; Guilherme 2002), and critical pedagogy (Freire 1970; Crookes 2010) were discussed and approached under a more dynamic and democratic perspective. Results and considerations have proven useful and relevant not only to the discussion of methodological and political-ideological implications inherent to English education today, but especially to the reflection on issues which may contribute to the (re)construction of a more adequate profile of non-native English teachers, proposing, among other things, the adoption of an appropriate critical intercultural pedagogy capable of empowering local teachers in order to search for local solutions to the challenges contemporary linguistic education has been intensively posing to them.

This article focuses on the micro-interactionist level of the school as an institution in order to analyse those aspects of the implicit curriculum that may affect the classroom in terms of equity. The implicit curriculum, in addition to setting management, refers to the relational dimension of teaching. For instance, teachers' expectations are a key element that may have consequences in terms of inequalities (e.g. "Pygmalion effect"), and on the class climate. A case study carried out in 2016 at a lower secondary school in Turin highlights the relevance of the implicit curriculum in the classroom as well as offers ideas for reflection-action to teachers, educators, school leaders and decision-makers. ; Il presente articolo si sofferma sul livello micro-interazionista dell'istituzione scolastica al fine di analizzare quegli aspetti del curriculum implicitoche possono avere una certa influenza in classe in termini di equità. Il curriculum implicito, oltre alla gestione del setting formativo, concerne ladimensione relazionale della didattica. Per esempio, le aspettative degli insegnanti costituiscono un elemento chiave che può avere conseguenze intermini di disuguaglianze (es. "effetto Pigmalione") e sul clima di classe. Uno studio di caso realizzato nel 2016 in una scuola secondaria di primogrado di Torino mette in evidenza la rilevanza del curriculum implicito in classe e fornisce spunti di riflessione-azione a insegnanti, educatori, dirigentiscolastici e decisori politici.

The author analyses the development of the teaching profession in a European tradition, examining two ideal types that are connected in various ways: the teacher as an "intellectual" who is loyal to the national tradition and the teacher as a "representative of a future vision". The freedom of teaching and the function of a "people's educator" are closely connected to a perspective that also allows the teacher to be a "promoter of an opportunity" and to engage in ethnic- political questions that are emancipatory in nature. The development of schooling itself, with the increase in the numbers of teachers and the progressive bureaucratization of the teaching profession seems to imply serious problems as a new European perspective tries to combine and to guarantee the foundations of the training of future teachers. The inseparable interdependence of the development of schooling and the fundamental idea of citizenship that constitutes the spirit of Western culture requires a new philosophy of education within teacher-training programs that goes beyond the control of parameters and training standards. In this newly founded philosophy it will be possible to combine the (still problematic) idea of a multiculture with tenable aims of education for future generations. In this sense the article contains directions for pedagogical work instead of hypothetical solutions only. (DIPF/orig.)

My doctoral thesis focuses on the theme of pre-university educational structures and their connections with communal and princely institutions in the context of Gonzaga and Este states. The research was conducted on two distinct moments of the evolution of Renaissance political structures, the 15th and 16th century. This approach gives the possibility to address the issue not only in horizontal terms but also diachronically. The first central element of the thesis, which is the conceptual framework upon which all the work was carried out, is the idea that in both urban and non-urban communities of the political entities thay I have taken into account existed a mutual influence and a close connection between the political and the educational structures. ; Le projet de recherche réalisé avec cette thèse vise à étudier la structure e le fonctionnement des écoles pré-universitaires entre le bas Moyen-Âge et la première époque moderne (XV-XVI siècle) dans une partie des régions italiennes Emilia-Romagna et Lombardie. En particulier, les formations politiques considérées correspondent aux états des Gonzagues et d'Este et aux municipalités qu'ils contenaient. L'analyse examinera plusieurs aspects de nature culturel, social, politique et, bien sûr, pédagogique, liés au phénomène éducatif dans ce contexte encore peu étudié dans le panorama de l'historiographie italienne.

My doctoral thesis focuses on the theme of pre-university educational structures and their connections with communal and princely institutions in the context of Gonzaga and Este states. The research was conducted on two distinct moments of the evolution of Renaissance political structures, the 15th and 16th century. This approach gives the possibility to address the issue not only in horizontal terms but also diachronically. The first central element of the thesis, which is the conceptual framework upon which all the work was carried out, is the idea that in both urban and non-urban communities of the political entities thay I have taken into account existed a mutual influence and a close connection between the political and the educational structures. ; Le projet de recherche réalisé avec cette thèse vise à étudier la structure e le fonctionnement des écoles pré-universitaires entre le bas Moyen-Âge et la première époque moderne (XV-XVI siècle) dans une partie des régions italiennes Emilia-Romagna et Lombardie. En particulier, les formations politiques considérées correspondent aux états des Gonzagues et d'Este et aux municipalités qu'ils contenaient. L'analyse examinera plusieurs aspects de nature culturel, social, politique et, bien sûr, pédagogique, liés au phénomène éducatif dans ce contexte encore peu étudié dans le panorama de l'historiographie italienne.

My doctoral thesis focuses on the theme of pre-university educational structures and their connections with communal and princely institutions in the context of Gonzaga and Este states. The research was conducted on two distinct moments of the evolution of Renaissance political structures, the 15th and 16th century. This approach gives the possibility to address the issue not only in horizontal terms but also diachronically. The first central element of the thesis, which is the conceptual framework upon which all the work was carried out, is the idea that in both urban and non-urban communities of the political entities thay I have taken into account existed a mutual influence and a close connection between the political and the educational structures. ; Le projet de recherche réalisé avec cette thèse vise à étudier la structure e le fonctionnement des écoles pré-universitaires entre le bas Moyen-Âge et la première époque moderne (XV-XVI siècle) dans une partie des régions italiennes Emilia-Romagna et Lombardie. En particulier, les formations politiques considérées correspondent aux états des Gonzagues et d'Este et aux municipalités qu'ils contenaient. L'analyse examinera plusieurs aspects de nature culturel, social, politique et, bien sûr, pédagogique, liés au phénomène éducatif dans ce contexte encore peu étudié dans le panorama de l'historiographie italienne.

My doctoral thesis focuses on the theme of pre-university educational structures and their connections with communal and princely institutions in the context of Gonzaga and Este states. The research was conducted on two distinct moments of the evolution of Renaissance political structures, the 15th and 16th century. This approach gives the possibility to address the issue not only in horizontal terms but also diachronically. The first central element of the thesis, which is the conceptual framework upon which all the work was carried out, is the idea that in both urban and non-urban communities of the political entities thay I have taken into account existed a mutual influence and a close connection between the political and the educational structures. ; Le projet de recherche réalisé avec cette thèse vise à étudier la structure e le fonctionnement des écoles pré-universitaires entre le bas Moyen-Âge et la première époque moderne (XV-XVI siècle) dans une partie des régions italiennes Emilia-Romagna et Lombardie. En particulier, les formations politiques considérées correspondent aux états des Gonzagues et d'Este et aux municipalités qu'ils contenaient. L'analyse examinera plusieurs aspects de nature culturel, social, politique et, bien sûr, pédagogique, liés au phénomène éducatif dans ce contexte encore peu étudié dans le panorama de l'historiographie italienne.

My doctoral thesis focuses on the theme of pre-university educational structures and their connections with communal and princely institutions in the context of Gonzaga and Este states. The research was conducted on two distinct moments of the evolution of Renaissance political structures, the 15th and 16th century. This approach gives the possibility to address the issue not only in horizontal terms but also diachronically. The first central element of the thesis, which is the conceptual framework upon which all the work was carried out, is the idea that in both urban and non-urban communities of the political entities thay I have taken into account existed a mutual influence and a close connection between the political and the educational structures. ; Le projet de recherche réalisé avec cette thèse vise à étudier la structure e le fonctionnement des écoles pré-universitaires entre le bas Moyen-Âge et la première époque moderne (XV-XVI siècle) dans une partie des régions italiennes Emilia-Romagna et Lombardie. En particulier, les formations politiques considérées correspondent aux états des Gonzagues et d'Este et aux municipalités qu'ils contenaient. L'analyse examinera plusieurs aspects de nature culturel, social, politique et, bien sûr, pédagogique, liés au phénomène éducatif dans ce contexte encore peu étudié dans le panorama de l'historiographie italienne.

This dissertation aims at providing empirical evidence on the effectiveness of two training programs for math teachers in southern Italy (M@t.abel+ and PQM). The programs are structured as content focused, one year lenght blended training sessions. Exploiting similarities and differences in the training (mainly, on organization of tutoring sessions and the presence on incentives), the analysis show positive effects of the training on both students outcomes and teacher short and medium term behaviours. Implications for policy are discussed.

Sia accademici che legislatori discutono sull'importanza di metodi di apprendimento e insegnamento innovativi per prevenire l'abbandono scolastico e preparare i futuri adulti ad affrontare contesti sociali sfavorevoli. Ecco perché dal 2006 il Parlamento europeo ha incoraggiato tutti i paesi membri a promuovere nella scuola le competenze chiave di cittadinanza e la metacognizione. Tuttavia, mancano studi specifici sulle lingue classiche nella scuola secondaria. L'obiettivo di questo studio è scoprire quali sono le percezioni degli studenti e degli insegnanti italiani e spagnoli riguardo all'apprendimento e all'insegnamento delle lingue classiche secondo la didattica per competenze. Utilizziamo uno studio di caso di tipo osservativo, con un disegno misto, parallelo, convergente, con 213 studenti e 47 insegnanti. Dal confronto tra i risultati dell'analisi quantitativa e qualitativa che si riferiscono alla metacognizione, comportamenti osservabili e opinioni degli studenti rafforzano l'idea che le concezioni di apprendimento degli studenti influenzano le loro strategie metacognitive. Si conferma anche che alcuni alunni hanno una certa percezione dell'utilità del Latino e del Greco, anche se chiedono uno strumento che possa aiutarli a diventare più consapevoli dello sviluppo delle competenze di cittadinanza attraverso questi studi. In particolare, viene evidenziato che gli studenti spagnoli enfatizzano maggiormente l'utilità dei classici in termini di abilità comunicative, mentre gli studenti italiani sottolineano maggiormente la competenza di "imparare ad imparare". Per quanto riguarda la metacognizione degli insegnanti di classici, si mostra che tali docenti sono abituati a riflettere sul processo di insegnamento e offrono interessanti suggerimenti per migliorare l'insegnamento dei classici. ; Both academics and legislators discuss the importance of innovative learning and teaching methods to prevent early school leaving and prepare future adults to face unfavorable social contexts. This is why since 2006 the European Parliament has encouraged all member countries to promote key citizenship competences and metacognition at school. However, specific studies on classical languages in secondary school are lacking. The aim of this study is to find out what the perceptions of Italian and Spanish students and teachers are regarding the learning and teaching of classical languages according to competences. We use an observational case study, with a mixed, parallel, convergent design, with 213 students and 47 teachers. By comparing the results of the quantitative and qualitative analysis that relate to metacognition, students 'observable behaviors and opinions reinforce the idea that students' learning conceptions influence their metacognitive strategies. It is also confirmed that some pupils have a certain perception of the usefulness of Latin and Greek, even if they ask for a tool that helps them become more aware of the development of key citizenship competences through these studies. In particular, it is highlighted that the Spanish students emphasize more the usefulness of the classics in terms of communication skills, while the Italian students emphasize more the competence of "learning to learn". As for the metacognition of teachers of classics, it is shown that these teachers are used to reflecting on the teaching process and offer interesting suggestions for improving the teaching of classics.

Cover -- Quartino -- Fra Storia e Geografia. L'avventura della Storia economica a Catania fra le due guerre -- Capitolo I - Dai Corsi Superiori di Studi Commerciali alla Facoltà di Economia e Commercio -- Capitolo II - I docenti del periodo -- Capitolo III - I docenti di "Storia del commercio" prima ed "economica" dopo -- Conclusioni -- Appendice -- Tabelle -- Fonti -- Bibliografia -- Indice dei nomi -- Indice dei luoghi -- Indice.

All'interno del progressivo aumento dell'intervento delle autorità pubbliche nell'organizzazione e regolamentazione nel campo dell'istruzione nel corso del Trecento, la città di Ragusa iniziò una politica di potenziamento del proprio sistema scolastico. Come per i medici condotti e per i notai-cancellieri, gli organi di governo iniziarono con costanza a ingaggiare professionisti provenienti dalla penisola italiana e spesso con solidi legami con la piazza veneziana. Venezia rappresentò, per tutto il periodo analizzato, il mercato di riferimento nel quale reperire candidati idonei a ricoprire la carica di maestro comunale. L'aumento delle retribuzioni offerte si accompagnava alla progressiva volontà di migliorare l'offerta formativa e la qualità dei propri salariati. Percorso che porterà nel 1434, con l'ingaggio del maestro lucchese Filippo Diversi, alla riorganizzazione del sistema scolastico con la creazione di due percorsi di studio. Un contributo che ha l'obiettivo di illustrare il funzionamento e la fisionomia dell'istruzione pubblica e privata a Ragusa all'interno di un contesto culturale 'ibrido', alla frontiera tra mondo latino e slavo.

My doctoral thesis focuses on the theme of pre-university educational structures and their connections with communal and princely institutions in the context of Gonzaga and Este states. The research was conducted on two distinct moments of the evolution of Renaissance political structures, the 15th and 16th century. This approach gives the possibility to address the issue not only in horizontal terms but also diachronically. The first central element of the thesis, which is the conceptual framework upon which all the work was carried out, is the idea that in both urban and non-urban communities of the political entities thay I have taken into account existed a mutual influence and a close connection between the political and the educational structures. ; Le projet de recherche réalisé avec cette thèse vise à étudier la structure e le fonctionnement des écoles pré-universitaires entre le bas Moyen-Âge et la première époque moderne (XV-XVI siècle) dans une partie des régions italiennes Emilia-Romagna et Lombardie. En particulier, les formations politiques considérées correspondent aux états des Gonzagues et d'Este et aux municipalités qu'ils contenaient. L'analyse examinera plusieurs aspects de nature culturel, social, politique et, bien sûr, pédagogique, liés au phénomène éducatif dans ce contexte encore peu étudié dans le panorama de l'historiographie italienne.

Il piano educativo individualizzato (PEI) è il dispositivo pedagogico su cui si fonda l'inclusione degli alunni con disabilità. Esso deve definire un percorso educativo e didattico che chiama a corresponsabilità gli insegnanti, la famiglia e gli attori extrascolastici. Il D.Lgs. 66/2017 sull'inclusione scolastica offre l'occasione per ripensare il PEI alla luce del paradigma biopsicosociale della Classificazione internazionale del funzionamento della disabilità e della salute (ICF). Il libro offre agli insegnanti una prospettiva culturale e metodologica aggiornata, a partire dall'ICF, nonché strumenti per la programmazione e la valutazione degli alunni con bisogni educativi speciali secondo l'approccio della evidence based education. Arricchito da esemplificazioni e risorse disponibili sul sito www.icf-scuola.it, il volume costituisce una valida guida per elaborare un profilo biopsicosociale funzionale alla redazione del PEI secondo le disposizioni legislative. ; The individualized educational plan (IEP) is the pedagogical device on which the inclusion of pupils with disabilities is based. It must define an educational and didactic path that calls teachers, family and extracurricular actors to co-responsibility. The Legislative Decree 66/2017 on school inclusion offers the opportunity to rethink the IEP in the light of the biopsychosocial paradigm of the International Classification of the Functioning of Disability and Health (ICF). The book offers teachers an updated cultural and methodological perspective, starting from the ICF, as well as tools for programming and evaluating pupils with special educational needs according to the evidence based education approach. Enriched with examples and resources available on the website www.icf-scuola.it, the volume is a valid guide for developing a functioning profile and drawing up the PEI according to the legislative provisions.

Si tratta del testo di una lezione tenuta nel 1994 a un pubblico di insegnanti della scuola media superiore. In rapida sintesi, si propongono i grandi problemi attorno ai quali si è incentrata nel Novecento la ricerca sul medioevo europeo (sino al secolo XI): rapporti tra mondo latino e mondo tedesco, relazioni tra cristianesimo e potere, dialettica tra universalismi e localismi. ; This paper comes from a lecture delivered in 1994 to high school teachers. It briefly deals with the relevant problems faced by the research on the European Middle Age (considered until the 11th century) in the 20th-century: relationships between Latin and German world, Christianity and political power, dialectic between universalism and localism.