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., Rossi F. (2010) Italy: Ict and In Service Teacher Training - Blended E Learning Provided by Punto Edu. In Balanskat, A., & Gertsch, C. A. (2010). Digital Skills Working Group. In Review of national curricula and assessing digital competence for students and teachers: Findings from 7 countries. European Schoolnet Brüssels. Parigi L, Di Stasio M., Mangione M.G., Pettenati M.C., Formiconi A., Guasti L, Russo C, Federici G., Faggioli M (2015). Bridging formal and informal learning in teachers professional development: experiences and innovative environments. In Falcinelli

. Kustiawan, U. (2013). Sumber dan Media Pembelajaran Anak Usia Dini. Malang: FIP UM. Kustiawan, U. (2016). Mading Show for Early Age Child. Asian Journal of Social Sciences & Humanities, Volume 5 Nomor 1 Februari 2016, Halaman 113-118 ISSN: 2186-8484. Japan: Leena and Luna International. Meutia, A.C. dkk. (2003). APE untuk Kelompok Bermain. Jakarta: Direktorat PAUD Depdiknas. Morrison, G.S. (1988). Education and Development of Infants, Toddlers, and Preschoolers. London: Scott, Foresman and Company. Munadi, Yudhi. (2008). Media Pembelajaran. Jakarta: Gaung Persada (GP

2006 on Key Competences for Lifelong Learning (2006/962/EC) (Official Journal of the European Union. 30.12.2006). Hill, I. (2006). Student types, school types and their combined influence on the development of intercultural understanding. Journal of Research in International Education , 5 (1), 5-33. Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action . Knight Commission on the Information Needs of Communities in a Democracy. Aspen Institute: Washington DC. Kavanagh, J., Campbell, F., Harden, A., & Thomas, J. (2012). Mixed methods synthesis: a worked

Digital Literacy, 9 (4), 281–299. Parigi, L. (2016). Balancing between ICT training and reflective practice in teachers’ professional development. TD – Tecnologie didattiche , 24 (2), 11-121. Pereira, S., Pinto, M., Moura, P. (2016a). Understanding the Current World. Report on the e-Lab Experimentation . Minho: University of Minho. Pereira, S., Pinto, M., Moura, P. (2016b). Media uses and audiences in the digital environment. Report on the e-Lab Experimentation . Minho: University of Minho. Prendes, M.P., Castañeda, L., & Gutiérrez, I. (2010). Competencias para el

., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education , 24 (2), 417-436. Brophy, J. E. (2004). Using video in teacher education . Amsterdam: Elsevier. van Es, E. A. (2012). Examining the Development of a Teacher Learning Community: The Case of a Video Club. Teaching and Teacher Education: An International Journal of Research and Studies , 28 (2), 182-192. van Es, E. A. & Sherin, M. G. (2002). Learning to notice: scaffolding new teachers’ interpretations of classroom


In this article, we present the preliminary results of a national survey conducted by INDIRE on head teachers communities and professional networks. About one-fourth of the total population of Italian public school leaders participated in the survey. One of the main intents of this research is to contribute to understanding of the phenomenon of professional networks frequented by school leaders and to pave the way for a further reflection on how to use such networks for head teachers’ training so as to support their daily professional practice conducted too often in isolation.

This contribution is synergetic with what was envisaged by the new Italian school reform introduced with Law 107/2015 and, in particular, with the roles of the school leaders and the networks. This research is conducted within the INDIRE DsinRete2 research project.


The need to address generational change and the challenges of a global market in terms of maintaining productivity require small and medium enterprises, mainly of an artisanal nature, to rethink training. The challenges mainly concern production capacity, which is increasingly problematic given that demand does not allow for long-term schedules and enhancement of human resources. There are many tensions and just as many needs for improvement, and training is therefore the space in which to collect and rework in order to restore a new perspective of sustainable and quality change.

This study presents a process of collaboration between universities and businesses, in which the former provide the framework for the activation of mechanisms that make use of work analysis, while the latter provide the appropriate support (time and opportunities for discussion) to allow for a review of the proposed training model and trainer functions in a dynamic and complex production environment.

al patrimonio culturale. Aicurzio (MB): Virtuosa-Mente. De Biase, F. (Ed.) (2014). I pubblici della cultura: audience development, audience engagement, Milano: Franco Angeli. E3M Project. (2012). Green Paper Fostering and Measuring ´Third Mission´ in Higher Education Institutions. Brussels. Retrieved from Hein, G.E. (1998). Learning in the museum. London-New York: Routledge. Hooper Greenhill, E. (1999). The educational role of the museum. London-New York: Routledge. Lugli A. (1992). Museologia. Milano: Jaca book

. Vygotsky, L.S. (1974). History of the Development of Higher Mental Functions. Trad. M.S. Veggetti (a cura di), Storia dello sviluppo delle funzioni psichiche superiori. Firenze: Giunti Barbera. Zanelli, P. (1986). Uno “sfondo” per integrare. Bologna: Cappelli. Zavalloni, G. (2012). La pedagogia della lumaca. Per una scuola lenta e nonviolenta. Bologna: EMI.