Suchergebnisse

The process of teaching assessment is traditionally the sole task of teachers; the introduction of innovative methods makes it possible to overcome summative assessment by giving space to the democratic participation of students, the use of new processes, such as self-evaluation and shared assessment, referring to formative assessment. The aim of this work is to propose a reflection on the role of evaluation in university training and, specifically, in the initial training of Physical Education teachers. ; Il processo di valutazione dell'insegnamento è tradizionalmente compito esclusivo degli insegnanti; l'introduzione di metodi innovativi consentono di superare la valutazione sommativa dando spazio alla partecipazione democratica degli studenti, all'uso di nuovi processi, come l'autovalutazione e la valutazione condivisa, facendo riferimento ad una valutazione formativa. Scopo del presente lavoro è di avviare una riflessione sul ruolo della valutazione nella formazione universitaria e, in particolare, nella formazione iniziale degli insegnanti di Educazione Fisica.

Student misbehaviour entails all student behaviour which impedes the conduction of classes and interrupts the teaching-learning process. Previous research on the topic indicates such student behaviour has negative consequences for student achievement and the work and job satisfaction of teachers. This research aimed at examining which misbehaviours are perceived and to which measure by primary and secondary school teachers in Croatia, and the differences in these perceptions with regard to teachers' self-efficacy and the type of school they work at. Moreover, teacher satisfaction with support, education, legislation, and their intention of leaving the profession were also explored. The results showed that the most frequent misbehaviour entails not following instructions and not paying attention during lessons. Self-efficient teachers perceive student misbehaviour less, wherein class teachers perceive it the least. In solving problems related to student misbehaviour, teachers mostly rely on themselves and somewhat less on the help from expert associates, while they feel the most satisfied with the help provided by their colleagues. Teachers are generally dissatisfied with the existing legislation and most of them have not been educated in the field of classroom management in the course of their studies or in the form of additional professional training. Almost all the teachers consider teaching a demanding profession and more than one third of the participants would change their job if the opportunity arose. ; Neprimjerena su ponašanja učenika sva ona koja ometaju rad u učionici i prekidaju proces učenja i poučavanja. Dosadašnja istraživanja ukazuju kako takva ponašanja učenika imaju negativne posljedice na postignuća učenika te na rad i zadovoljstvo poslom učitelja. Ovim se istraživanjem nastojalo ispitati koja neprimjerena ponašanja i u kojoj mjeri doživljavaju učitelji u osnovnim i srednjim školama u Hrvatskoj te razlike u tim percepcijama s obzirom na njihovu samoučinkovitost i vrstu škole u kojoj rade. ...

La plusdotazione è un'interazione di fattori biologici e contestuali (Gagné, 2001). Tuttavia, fin dal passato, si tende a far rientrare in questa categoria i soggetti che dimostrano un quoziente intellettivo (Q.I.) sopra la media, privilegiando i fattori ritenuti "biologici". La normativa scolastica identifica le caratteristiche dei bambini con plusdotazione (gifted children) come bisogni educativi speciali (BES), dato confermato anche da alcune ricerche (De Angelis, 2017; Pinnelli, 2019) e sancito dalla recente nota ministeriale n. 562 del 3 aprile 2019, rimarcando così quella "specialità" propria di chi dimostra difficoltà o svantaggio (Dovigo, 2014b). Il campione di ricerca è costituito da: 37 insegnanti di scuola primaria; 15 genitori e 3 dirigenti scolastici. Gli insegnanti sono stati raggruppati in 6 focus group, mentre i genitori e i dirigenti hanno partecipato a una intervista individuale. Tutti gli incontri sono stati audio registrati e poi trascritti. I dati, poi, sono stati analizzati con il software NVivo. Le percezioni di alcuni insegnanti della scuola primaria, di alcuni dirigenti e genitori dimostrano il prevalere di un approccio medico, dove l'etichetta avrebbe la priorità nel riconoscere la plusdotazione nei bambini, per adottare, di conseguenza, delle pratiche sbilanciate sul versante cognitivo. La priorità sembra data al punteggio del QI piuttosto che al riconoscimento e alla valorizzazione dei talenti. Il considerare lo sviluppo dei talenti, attraverso un approccio bio-psico sociale (con riferimento all'ICF (OMS, 2001), ci induce a spostare il focus sulle potenzialità e sui talenti di ciascuno, e interrogarci su una possibile didattica dei talenti. Il passaggio è fondamentale se vogliamo dare maggiore importanza al ruolo dell'insegnante, che non può e non deve essere quello di un "assistente" al clinico, intento a individuare difficoltà, disturbi e bisogni "speciali", ma promotore di apprendimento, facendo leva sui talenti di tutti, verso un modello di "scuola dei talenti" (Baldacci, 2002; Margiotta, 2018). ; Giftedness is an interaction of biological and contextual factors (Gagné, 2001). However, since the past, there has been a tendency to include in this category subjects who demonstrate an intellectual quotient (IQ) above the average, favoring factors considered "biological". The school legislation identifies the characteristics of gifted children as special educational needs (BES), a figure also confirmed by some researches (De Angelis, 2017; Pinnelli, 2019) and sanctioned by the recent ministerial note n. 562 of 3 April 2019, thus underlining that "speciality" of those who demonstrate difficulties or disadvantages (Dovigo, 2014b). The research sample consists of: 37 primary school teachers; 15 parents and 3 head teachers. The teachers were grouped into 6 focus groups, while the parents and managers participated in an individual interview. All the meetings were audio recorded and then transcribed. The data was then analyzed with the NVivo software. The perceptions of some primary school teachers, some managers and parents demonstrate the prevalence of a medical approach, where the etiquette would have priority in recognizing giftedness in children, to consequently adopt unbalanced practices on the cognitive side. Priority seems to be given to the IQ score rather than the recognition and enhancement of talents. Considering the development of talents, through a bio-psycho-social approach (with reference to the ICF (WHO, 2001), leads us to shift the focus on the potential and talents of each one, and ask ourselves about a possible teaching of talents. Transition is essential if we want to give greater importance to the role of the teacher, who cannot and must not be that of an "assistant" to the clinician, intent on identifying difficulties, disorders and "special" needs, but a promoter of learning, developping talents of everyone, towards a model of "school of talents" (Baldacci, 2002; Margiotta, 2018).

This contribution aims to highlight the need to train teachers in the cultural consciousness necessary to understand their own profile and role in the current historical framework. In this sense, it will articulate the hypothesis of a reflective and critical training model, which assumes as a particular task the development of the ability to interpret the challenges of everyday life critically and pedagogically, in view of the elaboration of a new vision and operational hypotheses inspired by it. It will therefore focus on the second level reflective dimension, critically and problematically addressing the concepts implicit in action. Some directions will be developed, which are the result of the best experience of teacher training in Italy: - the integrated nature of the theoretical and practical dimensions; - the link between initial and in-service training; - the synergy between school and society, the expression and exercise of the political dimension of teaching and training. This model assigns a strategic role to general and social pedagogy. ; Il presente contributo intende evidenziare la necessità della formazione degli insegnanti alla consapevolezza culturale indispensabile ad interpretare il proprio profilo e ruolo nella cornice storica attuale. In tal senso articolerà l'ipotesi di un modello di formazione riflessivo e critico, il quale assume come compito peculiare lo sviluppo della capacità di interpretare criticamente e pedagogicamente le sfide del quotidiano, in vista dell'elaborazione di una visione nuova e di ipotesi operative ad essa ispirate. Focalizzerà, quindi, la dimensione riflessiva di secondo livello, rivolta criticamente e problematicamente alle concezioni implicite nell'agire. Ne svilupperà alcune direzioni, frutto della migliore esperienza della formazione dei docenti in Italia: il carattere integrato delle dimensioni teorica e pratica; il raccordo tra formazione iniziale e in servizio; la sinergia tra scuola e società, espressione ed esercizio della dimensione politica ...

Profesionalni razvoj odgojitelja dio je oblikovanja kurikula ustanove ranoga i predškolskog odgoja i obrazovanja i u velikoj se mjeri odražava na cjelokupan kontekst u kojemu se kurikul konstruira, oblikuje i živi. Ovaj se rad bavi aktualnim pitanjima razvoja odgojiteljske profesije u okolnostima definiranima stalnim društvenim, političkim i tehnološkim promjenama. U prvome dijelu rada govorit će se o obilježjima zanimanja koje sebe želi artikulirati kao profesiju te specifičnim obilježjima odgojiteljske profesije i profesionalnog identiteta. Sljedeća je važna tema kompetencijski okvir odgojitelja, poglavito važnost cjeloživotnoga učenja kao ključnog elementa profesionalnog razvoja. Uz različite formalne i neformalne modalitete učenja u radu se osobito vrijednima ističu oni oblici stručnog usavršavanja koji se događaju ili bi se trebali događati unutar profesionalne zajednice. ; The professional development of teachers is a part of an institution's early and pre-school education curriculum design and it, to a large extent, affects the entire context in which the curriculum is constructed, formed and in which it lives. This paper addresses the topical issues of development of teacher profession in the circumstances defined by constant social, political and technological changes. The first part of the paper addresses the characteristics of the occupation that wants to articulate itself as a profession and the specific features of ECEC teacher profession and professional identity. The next important topic is the competence framework of teachers, and in particular the significance of the lifelong learning as the key element of professional development. In addition to various formal and informal learning modalities, the paper highlights as especially important the forms of professional development that take place or should take place within the professional community.

Cilj je ovog preglednog rada istaknuti važnost rasprave o temi sveučilišne nastave i nastavničkih kompetencija visokoškolskih nastavnika. U sustavu visokog obrazovanja tijekom posljednjih desetljeća događaju se brojne promjene koje se uočavaju kroz drastičan porast i sve veću heterogenost studentske populacije, iz čega proizlazi potreba za redefiniranjem uloge sveučilišnog nastavnika. Iako sveučilišni nastavnici jesu stručnjaci u znanstvenim poljima kojima se bave, dubinsko poznavanje sadržaja predmeta poučavanja ne čini ih istodobno stručnjacima za nastavu. Istraživanja su pokazala da su programi pedagoškog osposobljavanja i usavršavanja sveučilišnih nastavnika učinkoviti u podizanju kvalitete sveučilišne nastave te da doprinose razvoju nastavničkih kompetencija, a njihova važnost konstantno se naglašava i u smjernicama strateških dokumenata na razini europske obrazovne politike. U hrvatskom sustavu visokog obrazovanja uočavaju se brojni izazovi koji doprinose negativnoj percepciji nastavničke profesije, stoga se javlja potreba za dubljim istraživanjem ove teme i promišljanjem o izazovima implementacije programa za osposobljavanje i usavršavanje sveučilišnih nastavnika. ; The aim of this paper review is to emphasize the importance of a discussion about teaching in higher education and teaching competencies of university teachers. In recent decades in higher education system, a number of changes has been evident, especially through a drastic increase and larger heterogeneity of student population, which implies the need to redefine the role of university teachers. Although university teachers are experts in their scientific fields, a deeper knowledge of teaching content does not make them experts on teaching at the same time. Research has shown that the programs of pedagogical education and training of university teachers are effective in raising the quality of university teaching and can contribute to the development of teacher competencies. The importance of those programs is constantly emphasized in the guidelines and strategic documents of European education policy. Numerous challenges that contribute to the negative perception of the teaching profession were identified in the Croatian system of higher education. Therefore, there is a need for a deeper study of this topic and a reflection on the challenges of the implementation of programs for education and training for university teachers.

This paper aims to present some of the intermediate results of a PhD research on "Teaching Citizenship and the Italian Constitution in a Community of Democratic Practice" which is taking place at the University of Tourin (Department of Educational Sciences). The research has been structured as a research-training, that is a way for the in-service teachers' training, according to the Decree n. 797/2016. It has been carried out with three groups of upper secondary education teachers in a Piemonte area. It has produced a useful scheme for programming for citizenship skills, a reflection on the importance of the relational climate among teachers and on the features of the school environment that are required to be a Community of democratic Practice.

The theme of "skills certification" is nowadays becoming part of EU State's policies for education, training and employment – as long as they realize the Lisbon strategy, hence creating policies which aim at renew many systems, including the educational one. Such a "model" of innovation opposes Italian school system with an unavoidable change. This is so not only because it is required by EU but also because the school has to take hold again of its publicfunctions – having been lost the latter due to a decrease in skills and quality.Here emerges the need for a re-definition and the re-activation of a secondary education system which could be able to integrate a wide range of opportunities given by the contemporary formal and informal ways of learning.Only by doing this, the education system will be able to satisfy EU's "invitation": that of creating new formative systems. Hence, the role of the teacher gains a fundamental character within the new path of education.The purpose of my contribution is that of addressing the implications that "skill certification," and its consequent definition of integrated school system, has on professional teachers involved in the organization of teaching and learning processes. ; Il tema della "certificazione delle competenze" sta entrando a pieno titolo nelle politiche educative, formative ed occupazionali di tutti gli Stati membri dell'Unione Europea in attuazione della strategia di Lisbona con conseguente messa a punto di policy tese ad innovare interi sistemi compreso quello scolastico. Questo "modello" di innovazione pone pertanto il sistema scolastico italiano di fronte ad un cambiamento dal quale non si potrà più tornare indietro, non tanto perché ce lo chiede l'Europa bensì perché la scuola deve non solo riappropriarsi delle proprie funzioni istituzionali che sta lentamente, ma inesorabilmente, perdendo dequalificandosi, ma soprattutto perché vi è la necessità e l'urgenza di definire e rendere operativo un sistema di formazione secondaria che integri al suo interno tutta ...

In order for a preschool teacher to develop into a competent individual and continuously strengthen his/her professional identity, it is of great importance to work on all aspects of lifelong professional development. Since the academic year 2009/2010, preschool teachers have the opportunity to continue their education at university graduate studies in the Republic of Croatia in order to acquire and/or develop their competences, knowledge and skills necessary for the development of professionalism. It is the responsibility of not just the individual, but also the professional community to enable the development of preschool teacher profession in all those areas crucial to the advancement of early and preschool education system. In this sense, formal education enables acquisition of competences needed to create educational policy within the institutions. In order to determine whether preschool teachers consider themselves competent and in which areas, a self-assessment questionnaire of professional competences was developed. The aim of this research is to gain insight into the number of preschool teachers who consider themselves professionally competent for creating educational policy in the institution they work in. Furthermore, this research will examine whether there are differences in self-assessments of professional competences between preschool teachers - graduate students and preschool teachers who completed undergraduate studies, both employed in preschool institutions, and on what dimensions those estimates show correlation. ; Kako bi se odgojitelj razvijao u kompetentnog pojedinca te kontinuirano osnaživao svoj profesionalni identitet, od velike je važnosti rad na sebi putem svih oblika cjeloživotnog stručnog usavršavanja. Od akademske godine 2009./2010. u Republici Hrvatskoj odgojitelji imaju mogućnost nastaviti svoje obrazovanje na sveučilišnom diplomskom studiju kako bi stekli i/ili razvili svoje kompetencije, znanja i vještine koji su potrebni za razvoj profesionalizma. Odgovornost, ne samo pojedinca već i profesionalne zajednice, jest omogućiti razvoj odgojiteljske profesije u svim onim dijelovima ključnim za napredovanje ranog i predškolskog odgojno-obrazovnog sustava. Formalno obrazovanje, u tom smislu, omogućuje stjecanje kompetencija potrebnih za kreiranje obrazovne politike unutar vlastitih ustanova. Kako bi se procijenilo smatraju li se i u kojim se područjima odgojitelji kompetentnima, konstruiran je upitnik za samoprocjenu profesionalnih kompetencija. Cilj je ovog istraživanja dobiti uvid u to koliko se odgojitelji smatraju profesionalno kompetentnima za kreiranje obrazovne politike ustanove u kojoj rade. Nadalje, ispitat će se postoje li razlike u samoprocjenama profesionalnih kompetencija odgojitelja – polaznika diplomskih studija koji su u radnom odnosu u predškolskim ustanovama i odgojitelja sa završenim stručnim ili preddiplomskim studijem također u radnom odnosu, te na kojim dimenzijama postoji povezanost njihove procjene.

Participation in a technological society demands deep and critical understanding of technology and its impact on each individual, the environment and society. Achieving technological literacy has become an imperative of national policies; hence, the role of education and adequate teacher training has become vital. In recent years, research in technology education has begun incorporating studies of pre-schools, but technology education in pre-schools still remains less studied. The research focuses on technological literacy of pre-service pre-school teachers. Most of them think that technology, technology education and knowledge are very important for pre-school teachers even if they consider their aptitudes to be low. Part-time students, in comparison to full-time students, exhibit higher technological literacy and more highly assess the impact of everyday technological environment on the lives of individuals, the need for technological knowledge in the lives of modern people, the importance of technology education in kindergarten, the importance of technological knowledge for quality professional work of pre-school teachers, the importance of technology education during their study at the faculty, and their own competencies in the technological field. ; Život u društvu u kojemu tehnologija zauzima važno mjesto zahtijeva duboko i kritičko razumijevanje tehnologije i njezina utjecaja na svakog pojedinca, okolinu i društvo. Postizanje tehnološke pismenosti postao je imperativ nacionalnih politika; stoga je uloga obrazovanja, uz adekvatno osposobljavanje učitelja, iznomno važna. Posljednjih godina istraživanja u području tehnološkog obrazovanja uključuju i istraživanja vezana uz predškolski odgoj i obrazovanje, ali poučavanje tehnologije u predškolskim ustanovama još se uvijek nedovoljno istražuje. Istraživanje je usmjereno na tehnološku pismenost studenata programa predškolskog odgoja. Većina studenata smatra da su tehnologija, tehnološko obrazovanje i znanje iznimno važni za odgojitelje, iako svoje sposobnosti u navedenom području ocjenjuju niskima. Izvanredni studenti, za razliku od redovnih, pokazuju veću tehnološku pismenost i daju veću važnost utjecaju svakodnevnog tehnološkog okruženja na živote pojedinaca, potrebi za tehnološkim znanjem u životu modernog čovjeka, važnosti tehnološkog obrazovanja u predškolskim ustanovama, važnosti tehnološkog znanja za kvalitetan profesionalni rad odgojitelja, važnosti tehnološkog obrazovanja tijekom studija i svojim kompetencijama u području tehnologije.

Beyond the specific conditions induced by the health emergency in our country, it is now clear that the school presents itself in a"structural"emergency condition. The situation requires organic and courageous interventions starting from what represents the recognized fulcrum of the school system: the quality of teachers. The article proposes an answer to the complicated (and urgent) question of initial training and entry into teaching for secondary school teachers. After a brief review of the current weaknesses of the Italian school and of the legislative initiatives that have been advanced, modified and replaced in the last twenty years, an overall solution is proposed for a training course progressively oriented towards increasingly advanced expertise levels, which allows also to address the problem of recruitment and career advancement. The premise is a different conception of the training, which focuses the attention on the real school problems, with an indication of effective, reliable and sustainable ways to face them, in opposition to the abstract, cumulative and transmissive traditional model. ; Al di là delle condizioni specifiche indotte dall'emergenza sanitaria nel nostro Paese, appare ormai evidente come la scuola si presenti in una condizione di emergenza "strutturale". La situazione richiede interventi organici e coraggiosi partendo da ciò che rappresenta il fulcro riconosciuto del sistema scuola: la qualità degli insegnanti. L'articolo propone una risposta alla complicata (ed urgente) questione della formazione iniziale e dell'ingresso all'insegnamento dei docenti di scuola secondaria di primo e secondo grado. Dopo una breve rassegna delle criticità attuali della scuola italiana e delle iniziative legislative che negli ultimi venti anni sono state avanzate, modificate e sostituite, si propone una soluzione complessiva di un percorso formativo progressivamente orientato verso risultati di expertise via via più avanzata, che consente al contempo anche di affrontare il problema del reclutamento e dell'avanzamento di carriera. Il presupposto è una diversa concezione della formazione rispetto al modello astratto, cumulativo e trasmissivo del passato, che metta al centro le problematiche reali della scuola, con indicazione di strade efficaci, affidabili e sostenibili per affrontarle.

Teacher education at both pre-service and in-service levels is a crucial factor in terms of developing democratic schools. Pre-service education is the first step in the professional development of teachers. Perhaps democratic education should commence at this stage. For this reason it is important to know pre-service teachers' opinions about democratic education and the characteristics of democratic schools. This study aims to investigate pre-service primary teachers' perceptions about democratic education and the main characteristics of democratic schools. The study was designed within basic qualitative research approach. The study group consists of six primary pre-service teachers who attend the 4th year of teacher education programme at a faculty of education. A semi-structured interview form was used for data gathering. Data were analysed using the "content analysis" method. The findings of the study illustrate that pre-service teachers conceptualize the term of democracy with different words based on their experiences; what is more, pre-service teachers have not fully internalized the concept of democracy. The results of the study show that according to pre-service teachers, democracy education can be realized through thematic learning and hands-on activities. It is recommended that policy makers should be aware of the atmosphere of democratic schools and that a curriculum should be designed thematically, which includes democracy in all attainment targets. ; Obrazovanje učitelja na razini osposobljavanja budućih učitelja i na razini usavršavanja zaposlenih učitelja ključan je faktor za razvoj demokratskih škola. Obrazovanje budućih učitelja prvi je korak u profesionalnom razvoju učitelja. Stoga bi možda i demokratsko obrazovanje trebalo započeti na toj razini. Upravo je zbog toga važno znati kakva stajališta imaju budući učitelji o demokratskom obrazovanju i o karakteristikama demokratskih škola. Cilj ovoga istraživanja jest proučiti percepciju budućih učitelja primarnoga obrazovanja o demokratskom obrazovanju i o osnovnim karakteristikama demokratskih škola. Istraživanje je oblikovano u okviru kvalitativnoga pristupa istraživanju. Skupina koja je sudjelovala u istraživanju sastojala se od šest budućih učitelja primarnoga obrazovanja koji su upisani u četvrtu godinu programa za obrazovanje učitelja na učiteljskom fakultetu. Za dobivanje podataka koristio se polustrukturirani intervju. Podatci su analizirani primjenom metode "analize sadržaja". Rezultati istraživanja pokazuju da budući učitelji koncipiraju pojam demokracija različitim riječima i na osnovi njihovih iskustava; štoviše, budući učitelji nisu u potpunosti usvojili pojam demokracija. Nadalje, prema stavovima budućih učitelja, demokratsko obrazovanje može se ostvariti putem tematskog i praktičnog učenja. Savjetuje se da tvorci obrazovne politike budu u potpunosti osviješteni o atmosferi demokratskih škola te da se kurikul tematski osmišljava, što uključuje demokratičnost na svim razinama postignuća.

In a sample of 347 elementary school subject teachers from Slovenia (N = 176) and Croatia (N = 171), the authors investigated teachers' orientations to work (as a job, a career, and a calling) and their well-being with respect to different stages of teachers' professional development. Results have shown the presence of a calling orientation to work and its positive relationship to job satisfaction and life satisfaction. Although significant differences between Slovenian and Croatian teachers were not expected due to shared historical, cultural and political background, some interesting differences were observed. The results of MANOVA showed that teachers differed significantly in their work orientations regarding nationality and the length of their working experience. Results were discussed in the context of stages of professional development and the social status of teachers in both countries. ; Na uzorku od 347 nastavnika predmetne nastave iz Slovenije (N = 176) i Hrvatske (N = 171) autori su ispitivali odnos orijentacije nastavnika prema radu (kao posao, karijera i poziv) i njihove dobrobiti u različitim fazama profesionalnog razvoja. Prema dobivenim rezultatima izdvaja se orijentacija prema radu kao pozivu, koja je u pozitivnoj vezi s većim zadovoljstvom poslom i zadovoljstvom životom. Iako se, zbog zajedničke povijesne, kulturne i političke pozadine, nisu očekivale značajne razlike između slovenskih i hrvatskih nastavnika, ipak su uočene neke zanimljive razlike. Rezultati MANOVE pokazali su da su se nastavnici značajno razlikovali u svojim orijentacijama prema radu, ovisno o državljanstvu i duljini radnog iskustva. O rezultatima se raspravlja u kontekstu razumijevanja faza profesionalnog razvoja i socijalnog statusa nastavnika u obje zemlje.

The article presents the various activities of 'the Salesians' as teachers and educators during the Second World War, indicating also the social and political structures of the country. After the outbreak of the war, the educational efforts of the Salesians were stopped, but not eliminated from everyday life. However, on the basis of archival documents, the destiny of some religious was rediscovered, guided by the courageous and heroic acts of 'teaching in secret', creation of boarding schools, orphanages and pastoral care and demonstrating with their lives, a phenomenal dedication to youths' education, risking of imprisonment, permanent enclosure in a concentration camp, and in many cases, death by martyrdom. ; The article presents the various activities of 'the Salesians' as teachers and educators during the Second World War, indicating also the social and political structures of the country. After the outbreak of the war, the educational efforts of the Salesians were stopped, but not eliminated from everyday life. However, on the basis of archival documents, the destiny of some religious was rediscovered, guided by the courageous and heroic acts of 'teaching in secret', creation of boarding schools, orphanages and pastoral care and demonstrating with their lives, a phenomenal dedication to youths' education, risking of imprisonment, permanent enclosure in a concentration camp, and in many cases, death by martyrdom. ; The article presents the various activities of 'the Salesians' as teachers and educators during the Second World War, indicating also the social and political structures of the country. After the outbreak of the war, the educational efforts of the Salesians were stopped, but not eliminated from everyday life. However, on the basis of archival documents, the destiny of some religious was rediscovered, guided by the courageous and heroic acts of 'teaching in secret', creation of boarding schools, orphanages and pastoral care and demonstrating with their lives, a phenomenal dedication to youths' ...

In 1942, during the Nazi occupation of Norway, teachers were intimidated into joining the Nazi Teachers' League to spread the ideology of the Reich. Eight thousand teachers protested against the threats issued and the authorities responded by imprisoning about a thousand teachers in Kirkenes camp. This led to a collective mobilization: teachers, together with the general population, staged a non-violent protest that forced the government into returning the imprisoned teachers to their classes. This contribution aims to highlight how this particular event constituted a paradigmatic moment in which awareness of the collective responsibility to safeguard free education as a common heritage for human formation emerged clearly among the teachers, society and people of Norway. ; Nel 1942, durante l'occupazione nazista della Norvegia, agli insegnanti venne intimato di unirsi alla Lega degli Insegnanti Nazisti, per diffondere l'ideologia del Reich. Ottomila professori protestarono resistendo alle minacce e le autorità risposero imprigionando diverse migliaia di docenti nel campo di Kirkenes. A quel punto la mobilitazione fu collettiva: gli insegnanti, insieme alla popolazione, misero in atto una protesta non violenta che costrinse il governo ad intervenire restituendo i docenti imprigionati alle loro classi. Il contributo si propone di evidenziare come questo evento particolare abbia costituito un momento paradigmatico in cui è emersa chiaramente negli insegnanti, nella società e nella popolazione norvegese la coscienza della responsabilità collettiva nel custodire un'educazione libera come patrimonio comune per la formazione umana.