Littérature scientifique sur le sujet « Saperi pratici e saperi teorici »
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Articles de revues sur le sujet "Saperi pratici e saperi teorici"
Palazzani, Laura. « La formazione in Bioetica : modelli e contenuti ». Medicina e Morale 47, no 1 (28 février 1998) : 119–31. http://dx.doi.org/10.4081/mem.1998.842.
Texte intégralBortolato, Roberta, et Chiara Farisatto. « Il ruolo dell'infermiere tra tecnica e affetti : saper fare e saper essere ». RUOLO TERAPEUTICO (IL), no 120 (juin 2012) : 33–39. http://dx.doi.org/10.3280/rt2012-120004.
Texte intégralSidoli, Rita. « La trama dei valori condivisi e la pedagogia della responsabilitŕ ». CHILD DEVELOPMENT & ; DISABILITIES - SAGGI, no 2 (janvier 2011) : 31–42. http://dx.doi.org/10.3280/cdd2010-002002.
Texte intégralFederspil, G., et C. Macor. « L'etica del procedimento clinico ». Medicina e Morale 43, no 6 (31 décembre 1994) : 1107–14. http://dx.doi.org/10.4081/mem.1994.1000.
Texte intégralTesauro, Tiziana, et Tiziana Tarsia. « Le pratiche teatrali nella formazione degli operatori sociali per costruire relazioni di ben-essere ». WELFARE E ERGONOMIA, no 2 (février 2022) : 65–76. http://dx.doi.org/10.3280/we2021-002005.
Texte intégralRoberti, Geraldina, et Antonella Nuzzaci. « Orientati al futuro : percorsi di orientamento al lavoro per una scelta consapevole del corso di studio ». EDUCATIONAL REFLECTIVE PRACTICES, no 2 (juillet 2021) : 32–48. http://dx.doi.org/10.3280/erp2-2021oa12114.
Texte intégralBianchi, Valentina. « PROGETTARE PERCORSI “VERTICALI” SULL’ARGOMENTAZIONE, TRA MODELLI DESCRITTIVI E PROPOSTE DIDATTICHE ». Italiano LinguaDue 14, no 1 (28 juillet 2022) : 1068–84. http://dx.doi.org/10.54103/2037-3597/18338.
Texte intégralBarcellona, Pietro. « Elogio del discorso inutile ». RUOLO TERAPEUTICO (IL), no 114 (mai 2010) : 28–40. http://dx.doi.org/10.3280/rt2010-114003.
Texte intégralMONIZ, Elias Alfama, et Victoria Maldonado BAUTISTA. « La Etnoeducación como Posicionamiento Político e Identitario del Pueblo Afroecuatoriano por Rocio Vera Santos ». INTERRITÓRIOS 6, no 12 (7 décembre 2020) : 272. http://dx.doi.org/10.33052/inter.v6i12.249000.
Texte intégralTravaglini, Roberto. « Pedagogia dell’aikidō tra sapere teorico e sapere pratico ». MeTis. Mondi educativi. Temim, indagini, suggestioni 8, no 2 (1 décembre 2018). http://dx.doi.org/10.30557/mt00030.
Texte intégralThèses sur le sujet "Saperi pratici e saperi teorici"
Pedrazzi, Michele <1978>. « La pratica dell'improvvisatore : sapere a disposizione e disposizione del sapere ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2007. http://amsdottorato.unibo.it/221/1/Tesi_Pedrazzi.pdf.
Texte intégralPedrazzi, Michele <1978>. « La pratica dell'improvvisatore : sapere a disposizione e disposizione del sapere ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2007. http://amsdottorato.unibo.it/221/.
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.
Galeotti, Glenda. « I saper dell'agire. La valorizzazione educativa delle competenze locali tra teoria e pratica : un'esperienza di RAP nelle comunità maya ». Doctoral thesis, 2011. http://hdl.handle.net/2158/1200987.
Texte intégralLivres sur le sujet "Saperi pratici e saperi teorici"
Garrino, Lorenza, dir. Strumenti per una medicina del nostro tempo. Florence : Firenze University Press, 2015. http://dx.doi.org/10.36253/978-88-6655-837-8.
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