Lo sviluppo professionale dei docenti

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Lo sviluppo professionale dei docenti
Agency ed empatia: un punto di vista semplesso
di Stefano Di Tore........................................................................................... 281
Sulla concettualizzazione dell’agency : un contributo per discuterne
di Marina Santi............................................................................................... 285
PARTE TERZA
Instilling teacher agency in professional development:
an international outlook
Promuovere la teacher agency nello sviluppo professionale:
uno sguardo internazionale
Teaching agency for inclusion: application of innovative approaches
to teach all students
by Umesh Sharma .......................................................................................... 293
Teacher agency: Relational Cultural Theory
by Liisa Uusimaki ............................................................................................ 299
Contextual factors impacting on South African teachers’ role
as change agents
by Mirna Nel ............................................................................................... 305
Teachers’ self-efficacy: the need for a student-specific conception
of self-efficacy in addition to the global concept of self-efficacy
by Susanne Schwab........................................................................................ 313
Teacher agency for inclusive education: a multidimensional
process from an Austrian perspective
by Petra Hecht ............................................................................................... 319
Instilling teacher agency in professional development:
an international outlook enabling teachers in Luxembourg
to implement inclusive practice
by Ineke M. Pit-ten Cate................................................................................. 327
Teacher agency in Germany: a teacher training programme
for vocational teachers
by Susanne Miesera and Markus Gebhardt..................................................... 333
German in-service teachers’ self-efficacy for inclusive education
by Bettina Streese........................................................................................... 339