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The value of internship and mentoring in the development of a teacher’s professional identity
No full textIl presente contributo propone una riflessione sul significato e sul valore del tirocinio e del tutoraggio al-
l'interno della formazione dei futuri docenti di scuola dell’infanzia e primaria, ponendo particolare atten-
zione al processo di costruzione dell’identità professionale e alla relazione con il tutor. L’identità docente
ha un’accezione particolarmente complessa e può essere intesa come un processo in continua trasforma-
zione, che si alimenta attraverso l’esperienza concreta, le relazioni vissute e la riflessione critica. Ne conse-
gue, che la formazione degli insegnanti non può limitarsi all’acquisizione di competenze tecniche, ma deve
prevedere lo sviluppo di abilità relazionali, comunicative e decisionali e l’esercizio della riflessività. Il ruolo
del tutor consente l’integrazione tra gli aspetti teorici e pratici, promuovendo un apprendimento professio-
nale flessibile e aperto al cambiamento. Pertanto, la formazione universitaria deve essere saldamente legata
all'esperienza e deve essere essa stessa un'esperienza da interrogare e a cui dare significato. In tale prospet-
tiva, il tutor diventa un altro significativo, che sostiene lo studente nell’esplorare l’esperienza e il vissuto a
questa e rappresenta il primo vero contato con la realtà della scuola. Quanto fino a quel momento ha solo
rappresentato per lo studente un’idea di docente, nell’incontro con il tutor, diventa concreto, consente il
confronto con un modello e aiuta la costruzione della propria identità attraverso il supporto, il reciproco ri-
spetto, la conoscenza e la fiducia reciproca.This paper offers a reflection on the meaning and value of internships and mentoring within the training of
future preschool and primary school teachers, with particular attention to the process of building profes-
sional identity and to the relationship with the mentor. Teacher identity is a particularly complex notion and
can be understood as an ongoing, ever-evolving process, nourished by concrete experience, lived relation-
ships, and critical reflection. Consequently, teacher education cannot be limited to the acquisition of tech-
nical skills; it must also involve the development of relational, communicative, and decision-making abilities,
as well as the practice of reflexivity. The mentor’s role enables the integration of theoretical and practical as-
pects, promoting professional learning that is flexible and open to change. University education must there-
fore be firmly connected to experience, and must itself be an experience to question and interpret. From
this perspective, the mentor becomes a significant other who supports the student in exploring experience
and the personal meaning attached to it, representing the student’s first true contact with school reality.
What had previously been only an idea of what a teacher is, becomes concrete when encountering the men-
tor; it allows comparison with a model and supports the construction of one’s own identity through guidance,
mutual respect, knowledge, and trust
What Is the Genus of Genders? On Semio-Cognitive and Legal Tools for Prospectively Defusing Gender-Based Violence
No full textIn this essay, I will try to propose a semiotic strategy geared toward
defusing the triggers of both GBV epistemic and physical violence. The methodology adopted will be interdisciplinary and will involve law, anthropology, semiotics, biology, cognitive psychology, ethology and literature. My overall goal coincides with the determination of the genus of genders through its identification with a meta-categorical criterion of structuring social relations: and this irrespectively of
any naturalistic determinism or nature/culture dualism. The final part of the essay will address the legal implications of this approach and the reconfiguration of law, beyond the ‘is/ought’ divide, as a means of planning/producing social facts
Macellum a Ostia: una ipotesi
No full textThe epigraphic evidence mentioning a macellum in Ostia reveal some very important aspects. On the one hand, it can be stated
that the city had two monuments of this type: one from the Republican age and another built in the Augustan age and destined to
have a very long history, lasting until the 5th century AD.
For this second monument, an identification is proposed with a building located in Regio V of the city, recognisable thanks to
traces from aerial photographs and identified as a domus of extraordinary size, whose general characteristics, however, are more in
keeping with those of a macellum
The Kremlin and the Patriarchate in the twientieth century: charism of power fron Nicholas II to El’tsin
No full text
APPROCCI DELL’EDUCAZIONE ALLA CITTADINANZA GLOBALE (GCED) E IMPATTO SULL’IMPEGNO CIVICO DEGLI STUDENTI
No full text
Country culture matters: dividend policy when information is asymmetric
No full textThe paper addresses the impact of information asymmetry on dividend policy. The international literature expects/finds opposite signs of the relationship: a positive sign according to the signaling, agency and “bird in hand” theories; a negative one, according to the pecking order hypothesis. This paper focuses on which mediator role the country culture plays in this context, by adopting the national culture dimensions from Schwartz and Hofstede approaches.
Dividend policy, when information is asymmetric, configures a sort of contrast between unequally informed managers and investors: less dividends to guarantee the firm growth/survivorship (the supply-side perspective) or more dividends to match the shareholder personal expectations to have money in hand, to avoid risks, to prevent managerial opportunistic behaviors (the demand-side perspective)? In this context, the subjective perceptions (that hinge on national culture) of asymmetric information (and agency) problems within a firm by managers/investors become relevant and define the ways this contrast is solved (i.e., which perspective prevails).
The sample is a balanced panel of 3.509 firm-year observations: the nonfinancial companies listed at the STOXX Europe 600 index are considered over the decade 2010-2019. A new approach in considering the national culture impact is adopted. The culture framework cannot be analyzed by considering the cultural dimensions one by one, since they are correlated among them and their impact on dividend policy and on its relationship with asymmetric information cannot depend on each individually considered, but on various mixes of them that configure different country culture profiles. Therefore, a factor analysis is conducted that identifies three latent cultural factors that mix culture dimensions in relevant patterns. The extracted factors are then used to cluster countries in four different cultural profiles, used to mediate the impact of determinants on dividend payout.
The empirical findings show that the culture matters. The payout policy of the country culture clusters: i) differs; ii) differently reacts to asymmetric information; iii) is differently stable over time; iv) differently reacts to the other firm characteristics, that traditionally affect the dividend policy
