1,720,961 research outputs found
Research on inclusive teaching as a bridge between theory and practice: an exploratory survey of support teachers in training at the University of Foggia
No full textAmbienti di apprendimento digitali innovativi: nuovi paradigmi
No full textThis paper focuses on the digital evolution as a protagonist of training and educational processes, within the national and international panorama. In particular, the paper identifies the origins of the current technological didactic perspectives and declines them through the potential of Information and Communication Technologies (ICT). In addition, it focuses on recent didactic approaches adopted in digital learning environments, with a specific focus on MOOCs; with reference to this, it highlights the key role of the development of digital competence in teaching and learning. Digital competence is, in fact, declined as a key component of the eight key competences for lifelong learning and, in this sense, it is essential to reinforce and develop digital skills in teachers first of all
Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the learning climate questionnaire
No full textIntroduction: Self-determination construct is a motivation theory used in professional and educational context to foster special needs teachers’ development of metacognition, and psychological wellbeing. The Learning Climate Questionnaire (LCQ) is a validate questionnaire used to underly teachers’ professional and personal competence, and improving social, emotional and career outcomes. The present paper aims to evaluate the degree of reliability (R1) and the adherence of construct validity to the construct of self-determination (R2) of the Italian adaptation of the LCQ. Methods: A confirmatory factorial analysis was conducted to evaluate the factorial structure of the LCQ in a sample of Italian special needs teachers (N = 953). Teachers was asked to complete an online version of the LCQ. Construct validity was conducted by relating the learning climate with the basic psychological needs satisfaction, measured with PBNSF, and with academic motivation scale, measured with AMS. Results: The analysis showed a good reliability (R1) and construct validity of the Italian adaptation of the questionnaire, with a high internal consistency compared to those obtained in other studies (R2). Discussion: Teachers’ autonomy support and teacher-student relation can positively impact the students’ psychological factors and enhance students’ learning motivation and academic achievement. Findings reveal that higher levels of learning climate could also be a key factor in reducing teachers’ negative stress and mental health consequences. Conclusion: This study may facilitate further research about the autonomy-supportive learning climate in educational settings in Italy
Exploring Attitudes toward Sustainability Education in a Group of Italian Preservice Teachers: The Role of Environmental Identity and Sense of Community Responsibility
No full textIn the current educational context, international institutions are being called to rethink education and declining new strategies that aim to teach sustainable behaviors. From this perspective, the present study aims to investigate the attitudes towards the sustainability of trainee teachers, verifying their connection with psycho-social variables, such as environmental identity and sense of community responsibility, and exploring their most common dispositions. In total, 126 Italian preservice teachers were involved in a mixed method study where they were asked to complete a questionnaire and participated in focus groups. The use of a combination of quantitative-qualitative methodologies has allowed us to obtain in-depth information about sustainability education. Quantitative data showed a virtuous circular relationship between environmental identity, attitudes towards education for sustainability, and the sense of community responsibility. Qualitative data showed the high frequency of two key action verbs, avoid and respect, but no specific reference to the educational field. After creating the target concept 'to teach', we observed a worrying absence of lemmas related to emotional dimension, and that the communication perspective is set on adults' point of view, rather than on pupils. Limitations, strengths, and practical implications have been extensively discussed, especially in relation to the field of teacher education
METHODOLOGICAL AND EPISTEMOLOGICAL ASPECTS OF SPECIAL TEACHING: SOCIO-ANTHROPOLOGICAL ANALYSIS OF DYNAMICS AND CATEGORIES
Full text linkThe first section of this contribution will be followed by an epistemological analysis of the dynamics, paradigms and canons that have influenced the definition and diffusion of the construct of inclusion in social and school contexts. It will deal with how neoliberal individualism and “ministerial pedagogy” have contributed to slowing down the emergence of the inclusive phenomenon, and how this has assumed a central role in the Italian social and scholastic framework only in the early nineties, owing to the spread of the model promoted in Disability Studies. The second section will deal with Disability Studies and how it has had an impact on mitigating the phenomenon of social and school segregation, promoting the diffusion of the social model and the concept of relative ability. The third section will elicit the characteristics of the inclusive approach in reference to the BES categories identified in the national and international scenario. The fourth and final section will deal with the methodological aspects and good practices useful for inclusive teaching
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
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