Vol. 3, n. 1, april 2017
Table of Contents
María C. Domínguez Garrido, Raúl González Fernández, María Medina Domínguez, Antonio Medina Rivilla
The development of teaching competences is an essential aspect in the duty of the educational task. Given the specific characteristics of preschool education, the teacher of this educational stage, in addition to having excellent command of the competences that are common to all teachers, must possess some specific skills in accordance with the educational process of early childhood. This research, conducted in Spain, project aims to determine the competences an active preschool teacher deems necessary for the improvement of teaching activity at this stage, for the purpose of contributing to the design of the different study plans for the Degree in Early Childhood Education so that they are better adapted to the current educational reality. Therefore, using mixed methodology that combines quantitative and qualitative methods, it has been proven that the competences considered the most relevant for preschool teachers are communication and emotional skills, therefore confirming those that were estimated in previous studies, along with empathy and a fun outlook. The vital role of all individuals involved in the daily teaching task is also highlighted, meaning these people must be considered by the different university institutions when defining study plans that are aimed at the initial training of future preschool teachers.
The contribution proposes a conscious reading of educational context, educating and complexity. Because of the widespread use of electronic items, they produce, in the international area, together with different habitus and misunderstandings of terminology and method. These needs call for the recovery of awareness in an increasingly shallow, but at the same time featuring numerous linguistic codes difficult to interpret. In this context becomes critical, conscious and fundamental literacy at the depth of the sense of life and places of education.
Rosanna Tammaro, Marika Calenda, Iolanda Sara Iannotta
Starting from the concept of the evaluation action, these authors will provide a description of the educational evaluation as a discipline, and then we will stress the features of the main studies. In this paper, the salient aspects of the debate about the distinction between “paradigm” and “approach” will have deepened, in order to come to imagine a possible synthesis of the different models. It is also important to emphasise that, in the specialist literature, emerges that the various evaluation models are no longer considered as opposed, but conversely, it tend to a combined use (and creative) privileging one or another based on specific evaluation needs.
The article presents the theoretical principles of the didactic use of digital artifacts for the knowledge learning. The contribution is divided into four parts. In the first part, we provide some data to describe the magnitude and quality of the spread of digital technologies in our country. In the second part, we analyze the features of digital media. Among these features, we introduce the concept of agency. In the third part, we focus on socio-constructivist paradigm as model consistent with teaching-learning methods supported by digital technologies. Finally, we present two e-learning models able to support new procedures in the instructional design.
Lucia Chiappetta Cajola, Amalia Lavinia Rizzo
The paper discusses, on one hand, the importance to define the competencies that pupils with disability must achieve within the Individualized Educational Plan, on other hand, the difficulty to attest this achievement in relation to the model recently proposed by Italian law. Starting from the results of an ex-ploratory research founded on the Evidence Based Education perspective in the field of special education, this study discloses the possibility of using Core Set based on international Classification of Functioning, Disability and Heath for Children and Youth (ICF-CY) and related assessment tools.
School inclusion implies a redefinition of the concept of training of all teachers in order to recognize adequately the needs of new emergencies in education, either special or not. This requires exact reorganization of cognition, knowledge and skills that make up the professional background of the school staff, adopting a plurality of cognitive approaches to make educational interventions more functional. Inclusive education, by providing for the revolutionary structuring of institutional framework, launches a challenge to the traditional role of the specialized teacher. The current scientific debate leads to the evolution of the professional identikit of special aid teacher who has reached a crossroad marked by antithetical, problematic solutions, in progress.
Felice Corona, Tonia De Giuseppe
The research route with scientific roots activism pedagogic Montessori / Dewey, originates from a reflection on the new socio-anthropic-cultural scenarios in close correlation with socio-constructivist-connettiviste of learning perspectives. Through a focus of interest on emerging training and the educational needs of the avant-garde, it highlights the need for a paradigm inevitable transition from the logic of the traditional methodological-didactic models to a teaching methodology, which requires inversion / cyclical rotation educational action, in compliance of the times of the person. The per-course, taking place at the University of Salerno, unfolds in the context of inclusive design, macro (MAPCI) and meso (Mepci), from which production cooperatives, micro designs contextualized inclusive (MIPCI), consequential result the planning of cooperative action, developed second paradigmatic phases of Exploration, Planning, Design and Experiencing. The research, aimed at students, teachers and educating communities in the lifelong learning perspective is understood as sharing and experimental comparison of teaching and educational inclusive models.
This paper aims to give a general definition of "mentoring" and to identify the core skills that a "Mentor for teachers" should possess in order to support his team. Specifically, a Mentor's role is to guide and sustain each teacher and the team as a whole in developing their own potential, in discovering their strengths and weaknesses and in making increasingly aware, creative and advanced educational decisions.
Sexual and emotional education at school is one of the most debated issue nowdays in Italy, also because of the Buona Scuola (article 16 of a set of new laws about school) e of the gender theory. After a brief presentation of the issue, this paper focuses the attention on the presentation of a pioneering experience of sexual education in a secondary school in the hinterland of Milan, conducted in the early Seventies by Giovanna Righini Ricci (Lugo di Romagna, 1933–Bologna, 1993), teacher and writer, author of about fifty books for children and young adults and of a considerable number of scientific pedagogical articles and didactic works. This paper, in addition to highlight the extraordinary actuality of the methodology developed and applied by Giovanna Righini Ricci, proposes a reflection on the need of a sexual education at school, according to the guidelines recently reaffirmed also by the Who, with the goal of a full promotion of the empowerment of the subject in formation.
Michele Cardone, Giuseppina Le Rose, Veronica Riccardi
This work analyzes the answers, provided by Italian and Mathematics’ teachers of the classes who attended INVALSI tests on May 2014, regarding "attitudes towards INVALSI" investigated in a survey proposed by the Institute. There are three main nodes: the congruence between INVALSI tests and the National Guidelines for the Curriculum, the type of questions and the activities aimed to the students' preparation to the test (Teaching to the test).
This sociolinguistic survey is a check of needs in the field of language education, linguistic habits and an analysis of linguistic and educational strategies adopted during everyday teaching in multilingual classes. (Step 1: The Educational Staff Profile; step 2: Relationships with Families and Foreign Children; step 3: Teachers’ Attitudes and Strategies; step 4: Concerns about Early and Simultaneous Bilingualism). It is possible to identify two different approaches regarding the language issue and bilingualism. If most of the staff considers intercultural education as fundamental both in the school, it is not the same in regard to language learning, even if the axiom language/culture is broadly shared. Hence it is necessary to spread the word about the benefits that early and simultaneous bilingualism involves in the child's cognitive development, in the maintenance of linguistic diversity of minority languages and in building a multilingual society as a result.
Registrazione presso il Tribunale di Trento n. 1336 del 5/10/2007. ISSN 2421-2946. Pedagogia PIU' didattica.