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 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 PDF (French)
Study on the reasons for secondary school students’ interest in pedagogical innovation Estelle Trisconi, Marilena Cuozzo PDF (French)
Teachers' Practices: Students' Views at the Beginning of the School Year Audrey Murillo, Julie Blanc, Hélène Veyrac 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 PDF (German)
Hauser, B. (2021). Spiel in Kindheit und Jugend. Der natürliche Modus des Lernens. Julius Klinkhardt. 415 S. Lucia Amberg PDF (German)
Miller, D., & Oelkers, J. (2018; Hg.): Ist Dummheit lernbar? Re-Lektüren eines pädagogischen Bestsellers. Zytglogge. 267 S. Anne Bosche PDF (German)
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 PDF (French)