Contained in:
Book Chapter

Professionalization of Teachers and Problematization Processes

  • Daniela Maccario

This article presents the path and the results of research aimed at developing innovative teaching approaches in the context of academic courses for in-service teachers as regards their professional training

  • Keywords:
  • teacher education,
  • professional training,
  • didactic models,
+ Show More

Daniela Maccario

University of Turin, Italy

  1. Altet M. 2000, L’analyse de pratiques. Une démarche de formation professionnalisante?, «Recherche et formation», 35, 25-41.
  2. Altet M. 2010, La relation dialectique entre pratique et théorie dans une formation professionnalisante des enseignants en IUFM: d’une opposition à une nécessaire articulation, «Education Sciences and Society», 1, 117-141.
  3. Calvani A. 2011, Principi di comunicazione visiva e multimediale: fare didattica con le immagini, Carocci, Roma.
  4. Charles C.M. 2002, Gestire la classe. Teorie della disciplina di classe e applicazioni pratiche, LAS, Roma.
  5. Cornoldi C. 2007, Difficoltà e disturbi dell’apprendimento, Il Mulino, Bologna.
  6. Damiano E. 2004, L’insegnante. Identificazione di una professione, La Scuola, Brescia.
  7. Damiano E. 2013, La mediazione didattica. Per una teoria dell’insegnamento, FrancoAngeli, Milano.
  8. Damiano E. 2014, Il tirocinio nella formazione degli insegnanti, in Maccario D. (ed.), Insegnare a insegnare. Il tirocinio nella formazione dei docenti: il caso di Turin, FrancoAngeli, Milano, 43-71.
  9. Epstein J. 2009, School, Family, and Community Partnerships: Your Handbook for Action, Corwin, Thousand Oaks.
  10. Furlong J. and Oancea A. 2008, Assessing Quality in Applied and Practice-based Educational Research. Continuing the Debate, Routledge, London-New York.
  11. Kahan S. 2010, Pédagogie différenciée, De Boeck, Brussels.
  12. Le Boterf G. 2000, Construire les compétences individuelles et collectives: Agir et réussir avec compétence, Éd. D’Organisation, Paris.
  13. Maccario D. 2012, Il paradigma docimologico. Prospettive, tecniche, strumenti, in Rivoltella P.C., Rossi P.G. (eds.), L’agire didattico. Manuale per l’insegnante, La Scuola, Brescia, 255-269.
  14. Mezirow J. 2003, Apprendimento e trasformazione. Il significato dell’esperienza e il valore della riflessione nell’apprendimento degli adulti (orig. ed. 1991), Raffaello Cortina, Milano.
  15. Miles M., Huberman M. and Saldaña J. 2014, Qualitative Data Analysis. A Methods Sourcebook, Sage, Los Angeles-London-New Delhi-Singapore-Washington DC.
  16. Pastré P. 2007, Activité et apprentissage en didactique professionnelle, in Durand M., Fabre M. (eds.), Les situations de formation entre savoirs, problèmes et activité, L’Harmattan, Paris, 103-121.
  17. Paquay L., Altet M., Charlier E. and Perrenoud P. 2006, Formare gli insegnanti professionisti. Quali strategie? Quali competenze? (ed. orig.1996), Armando, Roma.
  18. Perrenoud P. 1999a, Enseigner: agir dans l’urgence, décider dans l’incertitude. Savoirs et compétences dans un métier complexe, ESF, Paris.
  19. Perrenoud P. 1999b, De l’analyse de l’expérience au travail par situations-problèmes en formation des enseignants, in Triquet E., Fabre-Col C. (eds.), Recherche (s) et formation des enseignants, IUFM, Grenoble, 89-105.
  20. Perrenoud P. 1997, Pédagogie différenciée: des intentions à l’action, ESF, Paris.
  21. Rey B. 1999, Faire la classe à l’école élémentaire, ESF, Paris.
  22. Schön D.A. 1983, The Reflective Practitioner. How Professionals Think in Action, Basik Books, New York.
  23. Tardif M. and Lessard C. 2004, Le travail enseignant au quotidien, PUL, Laval.
  24. Tomlinson A. 2006, Adempiere la promessa di una classe differenziata: strategie e strumenti per un insegnamento attento alle diversità, LAS, Roma.
  25. Trinchero R. 2007, Manuale di ricerca educativa, FrancoAngeli, Milano.
  26. Van der Maren J.M. 2014, La recherché appliquée pour les professionnels. Éducation, (para)médical, travail social, De Boeck, Brussels.
  27. Vermesh P. 2011, L’entretien d’explicitation, ESF, Paris.
  28. Vio C. and Toso C. 2010, Dislessia evolutiva. Dall’identificazione del disturbo all’intervento, Carocci, Roma.
  29. Wenger E. 1998, Communities of practice: learning, meaning and identity, Cambridge University Press, New York.
PDF
  • Publication Year: 2018
  • Pages: 193-204
  • Content License: CC BY 4.0
  • © 2018 Author(s)

XML
  • Publication Year: 2018
  • Content License: CC BY 4.0
  • © 2018 Author(s)

Chapter Information

Chapter Title

Professionalization of Teachers and Problematization Processes

Authors

Daniela Maccario

Language

English

DOI

10.36253/978-88-6453-672-9.26

Peer Reviewed

Publication Year

2018

Copyright Information

© 2018 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Bibliographic Information

Book Title

Employability & Competences

Book Subtitle

Innovative Curricula for New Professions

Editors

Vanna Boffo, Monica Fedeli

Peer Reviewed

Number of Pages

510

Publication Year

2018

Copyright Information

© 2018 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/978-88-6453-672-9

ISBN Print

978-88-6453-671-2

eISBN (pdf)

978-88-6453-672-9

eISBN (xml)

978-88-9273-119-6

Series Title

Studies on Adult Learning and Education

Series ISSN

2704-596X

Series E-ISSN

2704-5781

216

Fulltext
downloads

237

Views

Export Citation

1,361

Open Access Books

in the Catalogue

2,368

Book Chapters

3,870,371

Fulltext
downloads

4,536

Authors

from 942 Research Institutions

of 66 Nations

67

scientific boards

from 357 Research Institutions

of 43 Nations

1,249

Referees

from 381 Research Institutions

of 38 Nations