Vol. 44 No. 3 (2022): Varia

Published: 2022-12-14

Varia

The role of private and institutional support to favor work-family integration in pre-service and in-service teachers: Self-related vs. context-related arguments

Francesco Arcidiacono, Antonioa Bova, Ina Ben-Uri, Giuseppe Melfi

297-311
- PDF
The « déjà-là » (« already there ») of teachers under the test of « pedagogical continuity » in Switzerland and France: evolution of the relationships to the institution and the digital world

Dominique Alvarez, Marie-France Carnus, Danièle Périsset, Paul Ruppen

312-326
- PDF (Français)
Study on the reasons for secondary school students’ interest in pedagogical innovation

Estelle Trisconi, Marilena Cuozzo

327-337
- PDF (Français)
Is it necessary to doubt in order to learn?

Sylvain Connac, Bruno Robbes

338-350
- PDF (Français)
Teachers' Practices: Students' Views at the Beginning of the School Year

Audrey Murillo, Julie Blanc, Hélène Veyrac

351-364
- PDF
Assessment at the transition from primary to lower secondary education. An analysis of practices and challenges for teachers in two Swiss cantons

Julia Niederhauser, Tina Hascher

365-377
- PDF (Deutsch)
Medieval literature in French lessons: a corpus to be re-evaluated

Gaëlle Burg

378-387
- PDF (Français)

Review

Hauser, B. (2021). Spiel in Kindheit und Jugend. Der natürliche Modus des Lernens. Julius Klinkhardt. 415 S.

Lucia Amberg

389-390
- PDF (Deutsch)
Miller, D., & Oelkers, J. (2018; Hg.): Ist Dummheit lernbar? Re-Lektüren eines pädagogischen Bestsellers. Zytglogge. 267 S.

Anne Bosche

391-392
- PDF (Deutsch)
Schneuwly, B., Léopoldoff Martin, I., & Nunes Henrique Silva, D. (Dir.) (2022). Imagination. Textes choisis. Avec des commentaires et des essais sur l’imagination dans l’œuvre de Vygotskij. Peter Lang. 604 p.

Katja Vanini De Carlo

392-393
- PDF (Français)