Chapter L’impatto del Service-Learning su docenti e educatori

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dc.abstractotherlanguageThe poster describes the first phase of a research on the impact of Service-Learning on in-service and future teachers and educators, as mentioned in the research questions. This study started with a literacy review about Service-Learning, in both national and international framework. The Italian way of Service-Learning has been further investigated, using the work of Don Milani as a cultural reference. The research continued with an analysis of the normative and national literature about this approach. It is followed by a systematic review concerning the research questions, making use of Prisma statement. Four different databases were used for the investigation. As result of using a list of inclusion/exclusion criteria, 60 studies were eligible for full text analysis. The results underlined a lack of studies focusing on the Italian context, and a strong unbalance between studies concerning in-service teachers and pre-teachers. Results will orient the empiric part of the research for future steps.
dc.alternateIdentifier9791221500813
dc.alternateIdentifier10.36253/979-12-215-0081-3.27
dc.creatorKulberg Taub, Mikol
dc.date2023-05-01T13:39:42Z
dc.date2023-05-01T13:39:42Z
dc.date2022
dc.date.accessioned2026-07-25T13:24:35Z
dc.descriptionThe poster describes the first phase of a research on the impact of Service-Learning on in-service and future teachers and educators, as mentioned in the research questions. This study started with a literacy review about Service-Learning, in both national and international framework. The Italian way of Service-Learning has been further investigated, using the work of Don Milani as a cultural reference. The research continued with an analysis of the normative and national literature about this approach. It is followed by a systematic review concerning the research questions, making use of Prisma statement. Four different databases were used for the investigation. As result of using a list of inclusion/exclusion criteria, 60 studies were eligible for full text analysis. The results underlined a lack of studies focusing on the Italian context, and a strong unbalance between studies concerning in-service teachers and pre-teachers. Results will orient the empiric part of the research for future steps.
dc.formatapplication/pdf
dc.identifierONIX_20230501_9791221500813_76
dc.identifier2704-5781
dc.identifierhttps://library.oapen.org/handle/20.500.12657/62660
dc.identifierhttps://books.fupress.com/doi/capitoli/979-12-215-0081-3_27
dc.identifier.urihttps://dspace.dare.co.zw/handle/123456789/17060
dc.identifierdoi10.36253/979-12-215-0081-3.27
dc.languageita
dc.licenseConditionAttribution 4.0 International
dc.pages4
dc.placepublicationFlorence
dc.publisherFirenze University Press
dc.relationStudies on Adult Learning and Education
dc.relationisPublishedBybf65d21a-78e5-4ba2-983a-dbfa90962870
dc.relationisbn9791221500813
dc.resourceTypechapter
dc.rightsinfo:eu-repo/semantics/openAccess
dc.seriesnumber15
dc.sourcechapter-37397.pdf
dc.subjectImpact
dc.subjectPersonal Skills
dc.subjectProfessional Skills
dc.subjectService-Learning
dc.subjectTeachers
dc.subjectTransformation
dc.subjectthema EDItEUR::J Society and Social Sciences::JN Education
dc.titleChapter L’impatto del Service-Learning su docenti e educatori

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