For several decades teachers have been living a research dimension on their own practice to nurture both a participatory culture within the professional community, and the specific knowledge about problems connected to teaching, specifically to the transposition and to the educational mediation. The status of “research teacher”was differently interpreted in the training models founded on collaboration among “peers”, meant not only as the colleagues, but also as the academic and non academic researchers. The attitude which is necessary to create experiences of co-training is to be found in the availability in sharing knowledge (thereotical and practical) in order to face the problems that occur in an effective way. This availability is accom...
In this paper we present a case study about a community of practice's foundation and development amo...
The world of social norms and values is constantly embedded in the teacher’s actions and the educati...
Cooperative Learning (CL) supports a social constructivist view of students’ learning to form knowle...
For several decades teachers have been living a research dimension on their own practice to nurture ...
Research Doctorate - Doctor of Philosophy (PhD)The Melbourne Declaration (2008) established a strong...
Education professionals, like everybody else, tend to repeat the patterns they have experienced. Te...
This paper uses self-study to analyse the development of a generative, research-based approach to me...
Teachers' training is part of the scientific and research debate, as well as it is part of education...
The paper presents an unusual approach to teacher training based on the following hypothesis: real c...
One of the most persistent methodological difficulties of studying thinking has to do with access to...
The early part of the 21st century saw a dramatic shift in Western cultures away from representative...
This paper examines how Cooperative learning (CL) and democracy can be examined in relation to one a...
AbstractSecondary schools of Georgia continue to be dominated by teacher-oriented models, which are ...
Professional development of teacher educators is an important topic, because teacher educators need ...
ABSTRACT This paper draws on findings from three interrelated research projects to analyze ways of e...
In this paper we present a case study about a community of practice's foundation and development amo...
The world of social norms and values is constantly embedded in the teacher’s actions and the educati...
Cooperative Learning (CL) supports a social constructivist view of students’ learning to form knowle...
For several decades teachers have been living a research dimension on their own practice to nurture ...
Research Doctorate - Doctor of Philosophy (PhD)The Melbourne Declaration (2008) established a strong...
Education professionals, like everybody else, tend to repeat the patterns they have experienced. Te...
This paper uses self-study to analyse the development of a generative, research-based approach to me...
Teachers' training is part of the scientific and research debate, as well as it is part of education...
The paper presents an unusual approach to teacher training based on the following hypothesis: real c...
One of the most persistent methodological difficulties of studying thinking has to do with access to...
The early part of the 21st century saw a dramatic shift in Western cultures away from representative...
This paper examines how Cooperative learning (CL) and democracy can be examined in relation to one a...
AbstractSecondary schools of Georgia continue to be dominated by teacher-oriented models, which are ...
Professional development of teacher educators is an important topic, because teacher educators need ...
ABSTRACT This paper draws on findings from three interrelated research projects to analyze ways of e...
In this paper we present a case study about a community of practice's foundation and development amo...
The world of social norms and values is constantly embedded in the teacher’s actions and the educati...
Cooperative Learning (CL) supports a social constructivist view of students’ learning to form knowle...