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dc.contributor.authorKulberg Taub, Mikol
dc.date.accessioned2023-05-01T13:39:42Z
dc.date.available2023-05-01T13:39:42Z
dc.date.issued2022
dc.identifierONIX_20230501_9791221500813_76
dc.identifier.issn2704-5781
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/62660
dc.languageItalian
dc.relation.ispartofseriesStudies on Adult Learning and Education
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Educationen_US
dc.subject.otherImpact
dc.subject.otherPersonal Skills
dc.subject.otherProfessional Skills
dc.subject.otherService-Learning
dc.subject.otherTeachers
dc.subject.otherTransformation
dc.titleChapter L’impatto del Service-Learning su docenti e educatori
dc.typechapter
oapen.abstract.otherlanguageThe 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.
oapen.identifier.doi10.36253/979-12-215-0081-3.27
oapen.relation.isPublishedBybf65d21a-78e5-4ba2-983a-dbfa90962870
oapen.relation.isbn9791221500813
oapen.series.number15
oapen.pages4
oapen.place.publicationFlorence


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