Vol 20 No 43 (2023): CALL 43/2023 – What guidance? Towards a lifecycle approach

Published: 30-12-2023

The knowledge that guides: the narrative paradigm for guidance-oriented teaching.

Enza Manila Raimondo

7 - 16

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Sulla cattiva strada. Quale orientamento per l’inclusione dei “ragazzi difficili”?
Quale orientamento per l’inclusione dei “ragazzi difficili”?

Fausta Sabatano, Flavia Capodanno, Carmen Lucia Moccia

17 - 32

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Inclusion and life plan: a holistic approach to orientation

Diletta Chiusaroli

33 - 42

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Orientation and the search for meaning: a challenge for life.

Antonella Arioli

43 - 54

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Disoriented life stories. How unemployed represent career guidance

Chiara Biasin, Vanessa Bettin

55 - 67

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For a transformative orientation. The role of the bioeducational sciences

Francesca Buccini

68 - 76

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Using philosophy for guidance in Italian schools

Francesco Cortimiglia

77 - 90

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Service Learning to foster orientation teaching

Claudia Maulini, Enrico Miatto

91 - 100

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The paradigm of Generative Pedagogy between guidance and development of individual empowerment

Raffaela Marigliano, Emiliana , Maria Grazia

101 - 110

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Guidance in an inclusive perspective: state of the art and possible didactical applications

Philipp Botes

111 - 120

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School low attainment by students with a migratory background: a multidimensional model to understand the causes and develop effective career guidance practices

Caterina Bembich, Paolo Sorzio

121 - 132

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Educating childhood: orientation and orientation to the profession. First results of a research study

Elena luciano, Roberta Bertoli, Luana Salvarani

133 - 144

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Il dis-orientamento come navigazione nell’incertezza
Una ricerca con adolescenti in comunità di indagine filosofica.

Maria Martha Barreneche, Marina Santi, Eleonora Zorzi

145 - 159

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Fostering Student Guidance.
A Journey Towards Self-Guided Learning in STEM Education for Secondary School Students

Roberta Piazza, Giovanni Castiglione, Valentina La Rosa

160 - 169

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Fostering high school students’ character skills by helping them build their own professional life project

Alessandro Di Vita

170 - 185

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Co-designing Pathways for Transversal Skills and Orientation (PCTO) to be the main players of their own future
A study on secondary school students

Barbara Baschiera

186 - 198

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La dimensione orientativa tra sviluppo professionale dei docenti in formazione e progettazione del PEI-Progetto di vita: un’indagine esplorativa nell’ambito del Corso di specializzazione per le attività di sostegno didattico agli alunni con disabilità

Rossana Sicurello

199 - 209

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Self-Orientation Processes for Re-skilling and Up-skilling: An example in the Profes-sional Development of Teachers

Claudio Crivellari, Maila Pentucci

210 - 223

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The “Five skills for employability” workshop.
An explorative study for graduate career guidance at Federico II University of Naples.

Marianna Capo

224 - 245

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Choice Education Pathways: Differential Effectiveness Evaluation

Paola Ricchiardi, Emanuela Maria Teresa Torre, Teodora Lattanzi

246 - 266

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Il curriculum dello studente: quale contributo per l’orientamento?

Giorgia Ruzzante, Alessia Travaglini

267 - 280

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Reskilling strategies and socio-economic inclusion of migrant women in Italy: findings from a European research study

Zoran Lapov, Antonio Raimondo Di Grigoli

281 - 300

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University tutor: an italian literature review

Andrea Pintus, Serena Mambriani

301 - 312

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University Tutors and Guidance: Insights from Research for the Development of a Systemic Role.

Maja Antonietti, Elena Luciano, Andrea Pintus, Mariangela Scarpini

313 - 323

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Service Learning in higher education for forest fire prevention: towards an evidence-based model for employability and sustainable development.

Glenda Galeotti

324 - 339

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Training and transformation needs in social work: A systemic and cooperative approach in disability services

Antonella Cuppari

340 - 354

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Active ageing and life skills: a proposal for a model of lifelong guidance for the adult-elderly in a local context

Claudio Pignalberi

355 - 367

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A Systematic Review of the scientific literature to reinvent practices of formative and transformative guidance.

Carmela Talotti

368 - 383

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Looking to the future by inhabiting the performative
Artistic languages for career guidance in the university

Francesca Antonacci, Nicoletta Ferri, Leonardo Menegola, Giulia Schiavone

401 - 412

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A community of practices: reflective practice experiences in the ongoing training of the P.I.P.P.I. Programme for the Prevention of Institutionalization

Sara Serbati, Faustino Rizzo

384 - 400

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Rethinking orientation through Human Library. Story of an experience

Anna Salerni, Francesca Truppa

413 - 423

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The design of educational and career guidance actions for secondary school students in the perspective of the PNRR: the proposal of the University of Padua

Lorenza Da Re, Roberta Bonelli, Angelica Bonin

424 - 442

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Low skilled adults, between career coaching, education, and social inclusion. Food for thought from Reddito di Cittadinanza experience

Paola Caselli

443 - 452

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Personality and Cognitive Friction in Adult Education

Matteo Borri

537 - 549

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Italiano

Carlotta Melchiorre

453 - 467

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Alone or together? Lifelong learning of Holocaust educators

Stefania Manca

468 - 482

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Ethical issues in research with youth and adults in education: insights from creative and visual methodologies.

greta persico

483 - 499

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Museum audience engagement during the Covid-19 pandemic

Maria Sacco

500 - 507

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Health education and fitness promotion in European schools: a narrative review

Ferdinando Cereda

508 - 521

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Reading aloud practices and psychomotor development: a pilot study in kindergarten

Marco Bartolucci, Serena Mambriani

522 - 536

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CALL 43/2023 – What guidance? Towards a lifecycle approach

Good practices and experiences

Open topic section