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VIII
Preface
considered as a mere transmitter of information but, instead, a “re-
searcher” reflecting continuously on his own way of teaching, and
learning to improve his profession, then he becomes the “director”
of the learning process. Only in this way, the teaching-learning para-
digm, from being individual, will be transformed into collaborative,
where even the student will play an active and participatory role.
Knowledge is a shared job: a more engaging learning is longer last-
ing. On this premise, we will examine the conditions of the collabora-
tive and cooperative learning, its theories of reference, the formation
of study groups and we will see how to establish that “positive inter-
dependence”, which constitutes an essential element of cooperative
learning, whereby each Member of the Group perceives to be indis-
pensable for the group itself, having a common goal to achieve with
consequent positive results both in terms of motivation and commit-
ment and in the quality of interpersonal relations.
Two final
Appendices
to the text give a short summary of the Italian
institutional and educational system and an overview on school sys-
tems in the EU
Questo lavoro, ricco, complesso, denso di rinvii normativi e
spunti operativi, tratta materie in continua evoluzione.
Ulteriori materiali didattici e approfondimenti sono disponibili
nell’area riservata a cui si accede mediante la registrazione al
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