Littérature scientifique sur le sujet « Attività di tirocinio »
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Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Attività di tirocinio ».
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Articles de revues sur le sujet "Attività di tirocinio"
Accorinti, Marco, Marco Burgalassi et Maria Chiara Mancinelli. « Le attività di tirocinio nei corsi di laurea in servizio sociale ». FOR - Rivista per la formazione, no 3 (août 2022) : 40–42. http://dx.doi.org/10.3280/for2022-003oa14563.
Texte intégralSpalletta, Maria. « IN UN MONDO NEL MONDO ». Revista ComSertões 8, no 1 (3 août 2020) : 168. http://dx.doi.org/10.36943/comsertoes.v8i1.8677.
Texte intégralFantozzi, Donatella. « Insegnare e apprendere nella scuola secondaria : paradigmi teorici e declinazioni operative per una scuola inclusiva ». EDUCATION SCIENCES AND SOCIETY, no 1 (juin 2021) : 164–77. http://dx.doi.org/10.3280/ess1-2021oa11861.
Texte intégralMuller, Fernanda Suely, Antonia Dayane Figueiredo Rodrigues et Rhayssa De Sousa Costa. « Curso Italiano dall’inizio : relato de experiência em ensino de língua italiana e a formação docente ». Revista Italiano UERJ 13, no 1 (17 octobre 2022) : 16. http://dx.doi.org/10.12957/italianouerj.2022.70753.
Texte intégralBruni, Filippo, Livia Petti et Marta De Angelis. « La formazione iniziale degli insegnanti di sostegno. Esiti di un'indagine esplorativa sulle credenze professionali e i bisogni formativi degli specializzandi dell'Università ; del ». EDUCATION SCIENCES AND SOCIETY, no 2 (décembre 2022) : 91–108. http://dx.doi.org/10.3280/ess2-2022oa14516.
Texte intégralFiori, Selene. « Il Tribunale per i Minorenni : un'innovativa esperienza di tirocinio in area psicologica ». MALTRATTAMENTO E ABUSO ALL'INFANZIA, no 3 (février 2013) : 105–15. http://dx.doi.org/10.3280/mal2012-003007.
Texte intégralSicurello, Rossana. « Il tirocinio nel corso di specializzazione per le attività ; di sostegno didattico agli alunni con disabilità ; per una formazione all ». EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no 1 (juin 2022) : 71–85. http://dx.doi.org/10.3280/exioa1-2022oa13937.
Texte intégralBertoli, Roberta. « Connections between internship and professional identity in educational professions training : a narrative review. » Form@re - Open Journal per la formazione in rete 22, no 3 (31 décembre 2022) : 192–205. http://dx.doi.org/10.36253/form-13614.
Texte intégralDe Bortoli, Katya. « I paradossi del mismatch. Un'indagine qualitativa su alcune piccole e medie imprese trevigiane e bellunesi ». ECONOMIA E SOCIETÀ REGIONALE, no 1 (juin 2020) : 119–46. http://dx.doi.org/10.3280/es2020-001008.
Texte intégralDi Vita, Alessandro. « Tutoraggio didattico tra pari a distanza : una ricerca-intervento svolta con gli studenti universitari ». EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no 2 (décembre 2021) : 74–87. http://dx.doi.org/10.3280/exioa2-2021oa13020.
Texte intégralThèses sur le sujet "Attività di tirocinio"
Baccolini, Carlotta. « Flipped classroom ed apprendimento : un'esperienza di attività propedeutica nella scuola secondaria di primo grado ». Master's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/8882/.
Texte intégralMECENERO, MARIA CRISTINA. « Passaggi : maestre tra scuola e università.L’esperienza delle supervisore dei corsi di laurea in Scienze della formazione primaria : due studi di caso ». Doctoral thesis, 2010. http://hdl.handle.net/11562/343929.
Texte intégralPassages: teachers between school and university is the title of my work, that aims to be a contribution to the awareness and understanding of the experience of teachers that are called supervisors or tutors of teachers training in their new role assumed within Italian universities in training future teachers for the first school grades, begun in 1998 when a course was started leading to a degree in Science of primary formation. Passages are those that are taking place in the history of Italian teachers thanks to the fact of being involved in the transmission/innovation of the knowledge of the experience, in the institutionalised form at university level: custodian and active artificer of school culture, to be placed once more in the exchange and circuit of knowledge. I developed my research using a mixed method from hermeneutic, based on the continuous and dialogical interpretation of the data gathered at the start of the exchange with the research participants and the ethnographic approach: I therefore chose to use various inquiry techniques (participant observation, shadowing, interviews, document analysis) and to put together a series of different empirical materials (notebooks, tapes, photos, texts written by the participants, documentary material). The key questions for the research - what is happening here? how does the formative practice observed function? - they represent the kernel of my work and dealt with the experience of the supervising teacher present both in the university lecture hall as well as school classes. Right from the start an articulated basic question: if and across which modality the supervising teachers contribute to the relationship with other subjects - students, tutor teachers, university professors, head teachers etc. - in modifying scholastic culture and the university formation culture. The research process was broken down into two case studies; the contexts chosen were those of the groups supervised by the universities of Urbino and Bologna. The study of the two realities in question developed with different methods, mirroring the varying availability on the part of the subjects in their involvement in the research. I have also conducted some in depth interviews to supervisors and students in the cities of Milan, Bologna and Urbino, to gain access to individual accounts in relation to the experience of supervision, both from the teacher’s point of view and that of the trainees. Relating, being part of the group, practising coexistence, experience and mediation, are the five dimensions that define the personal modality for interaction between supervising teachers, students, the university and school within the Urbino context. They are played out within a complicated institutional dynamic and determine a formative acting out that partly takes its distance from power mechanisms and internal division, in part it confirms them. In Bologna, the supervising group suffers from a disavowal of the added value introduced into the university with the experience of the trainees and by the experimented professional identities, negated, not represented unequivocally, it shows how much the inter-institutionalised dimension that was created, did not undergo an elaboration, on the contrary was impeded by old logic, not being a simple thing to overcome, neither in the university culture nor the scholastic one. Teachers that are at the university and live in an intersectional organising zone, introduce a fresh horizon: this could be the chance to re-think in depth the formative practice prevalent at the university. The research gave us the hope of gathering and interpreting any eventual signs of change, respective of the school culture and that of the university and to evaluate in a definite way, the significance of the device put into action following the creation of the Science degree in primary formation. A not secondary interest of the study was to make available to those interested and to an ever wider public the memory of the path undertaken by both groups involved in the supervision.