1,720,971 research outputs found
Per una formazione interculturale e inclusiva dei docenti. Esplorazione epistemologica e analisi critica
Full text linkDa diversi anni, a livello interdisciplinare, è molto vivo il dibattito che riguarda i temi della formazione interculturale inclusiva dei docenti. Per la ricerca pedagogica il tema della formazione dei docenti rappresenta un fattore chiave per la buona riuscita del processo di inclusione sociale. Le azioni formative, suggerite in tal senso dalle politiche educative in contesti europei e internazionali, si prefiggono di raggiungere un risultato ambizioso: costruire un profilo del docente interculturale e inclusivo capace di utilizzare la propria competenza disciplinare dal punto di vista epistemologico (sapere scientifico), dal punto di vista assiologico (sapere essere) e dal punto di vista metodologico (sapere agito). A partire dalla definizione di inclusione, quale processo dinamico che si struttura e si organizza in modo plurale nel rispetto delle diversità, in un clima di cooperazione in cui tutti gli attori sono coinvolti, è stato individuato tra i modelli e le teorie esistenti quello che maggiormente contribuisce alla realizzazione di una siffatta formazione For several years now, there has been a lively interdisciplinary debate concerning the topics of inclusive intercultural teacher training. For pedagogical research, the theme of teacher training represents a key factor for the successful process of social inclusion. The training actions suggested in this regard by educational policies in European and international contexts aim to achieve an ambitious result: to build a profile of the intercultural and inclusive teacher capable of using their disciplinary competence from an epistemological (scientific knowledge), axiological (knowing how to be), and methodological (knowing how to act) perspective. Starting from the definition of inclusion as a dynamic process that is structured and organized in a plural manner, respecting diversity, in a cooperative climate where all actors are involved, the model and theories that most contribute to the realization of such training have been identified among existing ones
Scuola e innovazione tecnologica. Riflessioni a margine dell’emergenza sanitaria Covid-19
Full text linkAbstract: About three years after the COVID-19 epidemiological emergency, the is-sue of integrating the e-learning mode with traditional teaching is still strongly felt. The moment of the health emergency has highlighted quite a few critical issues in the school system, particularly the malaise of traditional teaching-learning models when the use of e-learning teaching methodologies was imposed. This circumstance which, while on the one hand has made it possible for significant experiences of multimedia teaching to re-emerge, has also brought to the surface a tacit criticality: the distance on the part of most teachers from technology. It is now evident that the health crisis has highlighted a scholastic, formative and educational crisis, in the face of which a necessary training of teachers regarding the implementation of technology and the tools of the digital world in the everyday teaching has become equally evi-dent. Thus, a fundamental pedagogical need emerges that rethinks systemically the utilitarian idea of technology for a new place in teaching-learning processes based on the value added paradigm proposed in the 1960s by Alberto Manzi.Keywords: Innovation, Learning, Tecnologies, ParadigmRiassunto: A circa tre anni di distanza dall’emergenza epidemiologica COVID-19, è ancora fortemente sentita la questione dell’integrazione della modalità e-learning con l’insegnamento tradizionale. Il momento di emergenza sanita-ria ha messo in luce non poche criticità del sistema scolastico, in particolare il malessere dei modelli tradizionali di insegnamento-apprendimento nel momento in cui è stato imposto l’utilizzo delle metodologie didattiche di apprendimento a distanza (e-learning). Circostanza questa che, se da una parte ha reso possibile far riemergere significative esperienze di didattica multimediale, dall’altra ha portato a galla una tacita criticità: la distanza da parte della maggior parte dei docenti dalla tecnologia. È oramai evidente che la crisi sanitaria ha evidenziato una crisi scolastica, formativa ed educativa, di fronte alla quale si è resa altrettanto evidente una necessaria formazione dei docenti riguardo l’implementazione della tecnologica e degli strumenti del mondo digitale nella quotidianità della didattica. Emerge, così, un’esigenza pedagogica fondamentale che riguarda un ripensamento sistemico dell’idea utilitaristica della tecnologia, per una nuova collocazione nei processi di insegnamento-apprendimento in base al paradigma di valore aggiunto proposto negli anni ’60 da Alberto Manzi.Parole Chiave: Innovazione, Apprendimento, Tecnologie, Paradigm
Messa alla prova, impegno pedagogico e responsabilità scolastica. La lezione sovversiva di Don Lorenzo Milani. Probation, pedagogical engagement, and school accountability. The subversive lesson of Don Lorenzo Milani
No full textMinecraft Education: implicazioni per la promozione di una cittadinanza digitale e interculturale
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Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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