The paper focuses on some possible work paths to guide future school teachers’ preparation by analyzing homework, a widespread school practice that has a social relevance as evidenced by the media growing attention. However, there is often a superficial approach and a simplistic reading of the question even if it has significant implications as it crosses some of the historical themes in the school debate such as family-school collaboration, relationship with the territory and teacher collegiality. In this perspective, this first paper aims to put in evidence the scientific relevance of this topic and to create the conditions for planning later in-depth research also through empirical studies.
|Titolo tradotto del contributo||[Autom. eng. transl.] From research evidence to perspectives for teacher training: homework as a workspace|
|Numero di pagine||10|
|Rivista||FORMAZIONE & INSEGNAMENTO|
|Stato di pubblicazione||Pubblicato - 2017|