Vol. 24 No. 47 (2025): New processes of professionalization for education and training professionals

Published: 31-12-2025

Editorial

• New Professionalisation Processes for Education and Training Professionals

  Daniela Frison, Glenda Galeotti, Francesca Torlone

  1 - 3

  • pdf (Italiano)

Call 47 - New professionalization processes

• Museum professions and pedagogy of care: the educational dimension of cultural heritage

  Maria Rita Mancaniello, Sabina Leoncini, Chiara Damiani

  14 - 23

  • pdf (Italiano)

• Measuring the Social Appreciation of Cultural Heritage: A Study with Trainee Teachers

  Stefano Scippo, Cristiana De Santis

  24 - 36

  • pdf (Italiano)

• New Educational Professionalities amid Demographic and Technological Change: The Street Educator as an Urban ‘Placemaker’

  Maria Grazia Proli, Christel Schachter

  37 - 52

  • pdf (Italiano)

• Pedagogical governance as systemic knowledge within Public Administration and Third Sector

  Debora Daddi, Davide Bonaiuti

  53 - 71

  • pdf (Italiano)

• Professional development and transformative well-being: the key role of the pedagogical coordinator

  Claudia Ciccardi

  72 - 83

  • pdf (Italiano)

• The hospital pedagogist: a 'non-teaching' profession for the leadership and coordination of care processes in pediatric settings

  Vanna Boffo, Marco Ceccarelli

  84 - 100

  • pdf (Italiano)

• Generative pedagogical consultancy for personal and organizational wellbeing

  Diletta Chiusaroli

  101 - 110

  • pdf (Italiano)

• University tutoring and the importance of training: a proposal from the University of Padova

  Lorenza Da Re, Roberta Bonelli

  111 - 127

  • pdf (Italiano)

• Socio-Emotional Challenges in Initial Teacher Education: A Phenomenological Inquiry

  Rosi Bombieri

  128 - 139

  • pdf (Italiano)

• Dimensioni emotive della professionalizzazione: una mappatura dell’ansia dei futuri insegnanti

  Savannah Olivia Mercer, Romj Orofino

  140 - 151

  • pdf

• Reflexivity in Prospective Special Needs Teachers: Processes of Professional Identity Construction

  Silvia Artusi, Rossana Pia Laccone

  152 - 165

  • pdf (Italiano)

• Where the Role Is Silent and Desire Speaks: Transition and Second Training in the Professional Life of Teachers. An Exploratory Study

  Fabio Togni, Debora Recupido, Francesco Casotti

  166 - 178

  • pdf (Italiano)

• "From PhD to Teaching": a Faculty Development program for doctoral students

  Arianna Marci, Erika Scellato

  179 - 188

  • pdf (Italiano)

• Disorientation, diversity and dialogue: initial findings from a study on graduates in educational master’s degree

  Gabriele Greggio, Silvia Luraschi, Laura Formenti

  189 - 201

  • pdf (Italiano)

• Guiding for the Sense of Self: Ikigai, Resilience, and Reflexivity for a Pedagogy of Generative Guidance

  Andrey Felipe Sgorla

  202 - 212

  • pdf (Italiano)

• What a (Gendered) Profession! Patriarchy and Horizontal Segregation in Teaching: An Exploratory Study

  Valerio Ferrero, Anna Granata

  213 - 225

  • pdf (Italiano)

• Crisis in the Educational Profession: Reverse Mentoring as a Resource for residential cares for children and youth

  Andrea Pintus, Stefano Ascari

  226 - 236

  • pdf (Italiano)

• Theoretical and methodological framework of the Recognise research. Recognising educational professions within the horizon of a taxonomy

  Valentina Meneghel

  237 - 247

  • pdf (Italiano)

• Youth entrepreneurship education: the “Che impresa” project as a transformative lever for lifelong learning

  Sabina Falconi

  248 - 259

  • pdf (Italiano)

• Oltre la Competenza Tecnica: Le Green Skills come Via per Umanizzare l’Educazione degli Adulti

  Viviana De Angelis

  260 - 274

  • pdf

• Educating through work. Training processes and professionalisation in organisational contexts

  Sofia Carboni

  275 - 285

  • pdf (Italiano)

• From an Employability Perspective: Team-Based Learning Experiences in Higher Education

  Raffaella Tore

  286 - 298

  • pdf (Italiano)

Open topic section

• Formare i futuri architetti in Italia e Turchia. I programmi delle facoltà di architettura sono al passo con i tempi?

  Laura Cormio, Nisa Nur Göksel, Maura Mengoni

  299 - 309

  • pdf

• Pedagogical theories and educative praxis for blue curriculum

  Emanuele Golino

  310 - 320

  • pdf (Italiano)

• STEM. Between educational perspectives and training challenges

  Sara Scioli

  321 - 331

  • pdf (Italiano)

• GenAI Literacy: Is it an epistemological break or transformative continuity?

  Andrea Laudadio

  332 - 355

  • pdf (Italiano)