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Formazione iniziale e competenze professionali degli insegnanti: un focus sulla plusdotazione
No full textI percorsi di sviluppo professionale rappresentano una risorsa per fare ricerca e contribuire
a qualificare le pratiche professionali di chi opera nell’ambito dei processi educativi. Le
metodologie student-centered, engaging e volte a valorizzare le peculiarità individuali sono
alcuni degli ambiti di interesse. Nell’ampio panorama di offerte formative attive, una dimensione
che potrebbe essere ulteriormente esplorata è quella della plusdotazione, congiuntamente
alle implicazioni metodologico-didattiche ad essa connesse, affinché ne
abbiano padronanza non solo coloro che devono gestire bisogni educativi specifici in tal
senso. Il contributo presenta gli esiti di un’indagine esplorativa condotta con 4352 docenti
iscritti al Percorso abilitante 30 CFU attivato dall’Università eCampus. Il principale obiettivo
è stato approfondirne profilo, disposizioni e conoscenze in tema di progettazione didattica
e plusdotazione, anche al fine di individuare bisogni formativi emergenti sul tema.
I docenti sono stati consultati attraverso un questionario, incontri in sincrono e un Padlet
predisposto a supporto della comunicazione. Lo studio ha consentito di rilevare ampio
interesse in tema plusdotazione da parte dei docenti, che hanno evidenziato come nei contesti
operativi il tema sia poco dibattuto. Al contempo sono apparse deboli le conoscenze
di base sulla normativa e sulla dimensione didattica che può essere di supporto ai cosiddetti
studenti gifted.Professional development paths represent a resource to conduct research and contribute
to qualify the professional practices of those working in the field of educational processes.
Student-centered, engaging and individual-oriented methodologies are some of the areas
of interest. In the broad panorama of active formative offers, one dimension that could
be further explored is that of giftedness, along with its methodological and didactical implications,
to made aware not only teachers that manage special educational needs.
The paper discusses the results of an exploratory study conducted with 4352 trainee
teachers (30 CFU Habilitation in teaching) enrolled at eCampus University. The main
objective was to deepen their profile, dispositions, and knowledge on the topic of instructional
design and giftedness, also to identify emerging needs in this regard. A questionnaire
and synchronous meetings were used to consult teachers; a Padlet was used to support
communication. The study revealed wide interest in the investigated themes among teachers; they pointed
out that the topic is not much discussed in operative contexts. At the same time, knowledges
about law-regulation and didactical implications that can support gifted students appeared weak
VOLUNTARY DISCLOSURE OF NON-FINANCIAL INFORMATION: THE CASE OF FAMILY AND NON-FAMILY BUSINESSES IN ITALY
No full textAssociations between Adverse Childhood Experiences Subtypes and Eating Disorders: A Systematic Review
No full textLa proteiforme riparazione dell'offesa nei reati economici: spunti comparatistici con il sistema francese
No full textIl presente contributo ha ad oggetto l’analisi dei diversi strumenti di riparazione dell’offesa presenti nel
diritto penale dell’economia francese, ponendosi l’obiettivo di effettuare una comparazione con l’approccio
riparativo-ristorativo adottato nell’ordinamento italiano. Nel sistema penale francese, invero, convivono diversi strumenti riparatori post-delictum adottabili ai reati economici in senso lato, i quali seguono diversi
percorsi e rispondono a logiche differenti: strumenti negoziali-prestazionali (Convention judiciaire d’intérêt
public); di esenzione-riparazione (dispense de peine) e, infine, strumenti riparativo-punitivi (sanctionréparation).
Sebbene il nostro attuale sistema sanzionatorio veda la produzione di riforme fortemente
orientate al momento di riconciliazione del rapporto interpersonale autore-vittima del reato (c.d. Restorative
Justice), il diritto penale dell’economia offre, invece, un terreno d’elezione per testare politiche penali fondate
sulla riparazione “prestazionale” dell’offesa, con particolare incentivo di strategie sanzionatorie fondate su
condotte volontarie e negoziali volte alla reintegrazione del bene giuridico tutelato e al risarcimento del
danno alla persona offesa
Aerial Autonomy Under Adversity: Advances in Obstacle and Aircraft Detection Techniques for Unmanned Aerial Vehicles
No full textProbiotics, gut microbiota and physical activity: A close relationship
No full textBackground: The topic of this review is the study of the gut microbiota (GM), and the use of probiotics, especially in humans, as a new frontier in the field of prevention and health in general. The beneficial effects and functions performed by probiotics in the GM are increasingly at the centre of both scientific, medical, and pharmaceutical interest. It is now known that diet and probiotics can modify the GM, although in these situations there is a need for greater and more in-depth research regarding the methods and timing of treatment. However, the relationship between physical activity, GM, and probiotics is still largely unclear, as regards certain mechanisms between physical exercise and probiotics in humans. Discussion: In this study, we tried to demonstrate whether and how physical exercise was able to alter the composition of the microbiota and how probiotics can facilitate it. Therefore, alteration of the microbiota was considered in terms of both diversity and composition. Conclusions: The ones examined propose vastly different physical exercises, both in terms of timing and type of intervention itself, and the use of probiotics
The Role of Universities in Teachers' Professional Development: a Model Proposal
No full textTeacher training is a critical investment area in Italy, aimed at fostering equitable, high-quality education nationwide. Recent regulations have established Multidisciplinary Centers for Teacher Training to promote collaboration between schools and universities, enhancing both initial and in-service training as avenues for educational research and best practices. The 30 and 60 CFU Qualifying Pathways pose significant challenges for Italian universities, necessitating the careful design and management of training programs for a large number of secondary school teachers. This paper examines the training plan developed by eCampus Telematic University for the inaugural 30 CFU Qualifying Pathway, which engaged approximately 14,000 teachers across Italy. The primary objective was to establish a model for managing large-scale teacher training that would be effective in both in-person and online environments. The study was structured in three phases: analyzing the CEMFI training offer and the methodological choices assumed by trainers; detecting if and how Padlet boards can be effective partners for Course designing and lecture managing; and collecting trainee feedback. Key findings reveal that the flexible design of the training program successfully engaged participants, despite challenges inherent in a fully online format. The shared Padlet platform proved invaluable for organizing content and facilitating interaction. eCampus tested a sustainable and adaptable model suitable for other academic contexts. The results highlight the role of universities as strategic hubs in teacher training and underscore the need for enhanced collaboration among universities to strengthen national teacher training initiatives and to share training models
