Relevant bibliographies by topics / Formazione adulti

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Formazione adulti'

Author: Grafiati
Published: 9 March 2023
Last updated: 31 July 2025

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Journal articles on the topic "Formazione adulti"

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Mancaniello, Maria Rita, Marta Miklosi, Joseph Giordmaina, and Eleni Athanasiou. "Adult learning and training and penitentiary institutions in Europe: dealing with new educational needs and challenges." Form@re - Open Journal per la formazione in rete 24, no. 3 (2024): 1–4. https://doi.org/10.36253/form-17463.

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Unt, Marge, Ellu Saar, and Kadri Taht. "Flessibilitŕ del mercato del lavoro e giovani in Estonia." SOCIOLOGIA DEL LAVORO, no. 124 (December 2011): 93–113. http://dx.doi.org/10.3280/sl2011-124006.

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L'articolo fornisce un quadro relativo all'ingresso nel mercato del lavoro da parte dei giovani in Estonia.: transizione scuola-lavoro, prima parte della carriera, formazione di una famiglia. Lo scritto compara le coorti di coloro che sono diventati adulti durante il periodo di stabilitŕ sovietico (anni '80), il turbolento periodo di transizione (anni '90), e la fase di stabilizzaizone (anni 2000). La principale fonte di dati è l'Estonian Social Survey (2004). Coloro che hanno lasciato la scuola a partire dagli anni '90, se confrontati a coloro che hanno vissuto questo passaggio durante gli an
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Cavallo, Marino. "Universitŕ telematica, formazione degli adulti e fabbisogni delle imprese." FOR - Rivista per la formazione, no. 78 (June 2009): 61–66. http://dx.doi.org/10.3280/for2009-078018.

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Spagnuolo, Giovanna. "L'Universitŕ: uno spazio per la formazione permanente degli adulti." FOR - Rivista per la formazione, no. 78 (June 2009): 31–32. http://dx.doi.org/10.3280/for2009-078008.

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Botes, Philipp, and Massimo Bonechi. "La pratica teatrale nei contesti multiculturali per la formazione degli adulti." EDUCATION SCIENCES AND SOCIETY, no. 2 (December 2023): 189–99. http://dx.doi.org/10.3280/ess2-2023oa16389.

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I centri provinciali per l'istruzione degli adulti si configurano come laboratori formativi e connettori socioculturali, in virtù dell'eterogeneità dell'utenza che intercettano, orientati al conseguimento di titoli di studio e alla certificazione di competenze, in primis di natura linguistica. In tali contesti, le pratiche arti-stico-espressive possono rappresentare una fattiva possibilità di riflessione e interpretazione della società contemporanea e della realtà, in grado di incenti-vare processi inclusivi tra culture differenti. Il contributo presenta una ricerca svolta presso un centro pro
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Benussi, Fulvio Oscar. "Condizioni che favoriscono la partecipazione degli adulti all’apprendimento e alla formazione." Community Notebook. People, Education and Welfare in the Society 5.0, no. 2 (September 1, 2022): 41–46. https://doi.org/10.61007/qdc.2022.2.61.

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Apparentemente i corsi di formazione che hanno come obiettivo la riqualificazione dei lavoratori, per dotarli di skill utili ad evitare loro il rischio di espulsione dal mercato del lavoro a causa di processi di delocalizzazione o automatizzazione nelle imprese in cui sono assunti, dovrebbero avere un ampia partecipazione, ma non è sempre così. Anche in presenza di incentivi, la partecipazione di lavoratori con bassi livelli di qualificazione, che potrebbero sviluppare le proprie competenze partecipando ad attività formative per adulti, risulta essere scarsa in tutta l area OCSE. Risulta, inve
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Ortí, Ferreres Joan Valls Martínez Vicente Javier. "La importancia del asociacionismo deportivo en el aprendizaje a lo largo de la vida." Rivista Italiana di Pedagogia dello Sport 1, no. 2 (2017): 56–65. https://doi.org/10.5281/zenodo.345465.

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The participation in the sport associations movement develops in the life of a person depending upon her/his needs and motivation. This participation offers many possibilities for the development of self-learning, personal and social skills, involvement in leisure activities and health and active life improvement. Actually, it also promotes ludic education within lifelong learning. Our study will show how, by involvement in sports associations, people learn better and appreciate a joyful education in which they learn without taking notice of the objectives that adult education wants to achieve
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Luttikholt, Harry W., and Sofia Corradi. "ERASMUS e COMETT, Educazione degli adulti e formazione universitaria transculturale." European Journal of Education 24, no. 4 (1989): 417. http://dx.doi.org/10.2307/1503310.

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Potesta, Sandra. "ERASMUS e COMETT. Educazione degli adulti e formazione universitaria transculturale." Higher Education Policy 2, no. 3 (1989): 50–51. http://dx.doi.org/10.1057/hep.1989.50.

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Migliardi, Mariacristina. "Le viscere della mente Sillabario emotivo e narrazioni." Ricerca Psicoanalitica 25, no. 3 (2014): 127–28. http://dx.doi.org/10.4081/rp.2014.364.

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Nino Ferro presidente SPI dal marzo 2013, full memebr dell'Associazione Psicoanalitica Americana e Internazionale, autore di numerosi scritti tradotti in varie lingue e conferenze di grande appeal, è una delle voci più originali della psicoanalisi contemporanea. Di formazione pscichiatrica, vanta esperienza clinica con bambini e adulti e attività di supervisione, individuale e di gruppo.
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Dissertations / Theses on the topic "Formazione adulti"

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BRUMANA, Emanuela. "Ricerca valutativa e formazione. Indicatori per la valutazione dei percorsi di alfabetizzazione per immigrati adulti." Doctoral thesis, Università degli studi di Bergamo, 2010. http://hdl.handle.net/10446/494.

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This work tries to identify efficient instruments for the evaluation of processes of education. In particular, the final aim is the construction of a set of indicators to assess the programs offered to foreign adults by Italian Schools within the territory of Bergamo. The set of indicators allows to identify four dimensions which are crucial to understand the topic of interest: learning, welcoming, socialization, integration. For each one of the four dimensions above, this analysis identifies a set of primary and secondary indicators. Moreover, these indicators lead to the formulation of a s
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SPAGNUOLO, GIOVANNA. "Scenari per l’educazione degli adulti in una prospettiva europea: il ruolo dell’Università per un progetto di formazione integrale." Doctoral thesis, Università di Foggia, 2016. http://hdl.handle.net/11369/351639.

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Giovanna Spagnuolo, Scenari per l’educazione degli adulti in una prospettiva europea: il ruolo dell’Università per un progetto di formazione integrale, Tesi di Dottorato in Pedagogia e Scienze dell’Educazione (XXVIII Ciclo), Università degli Studi di Foggia - Dipartimento Studi Umanistici, Lettere, Beni Culturali, Scienze della Formazione, A. A. 2014-2015 La complessità, l’incertezza e le trasformazioni della società contemporanea influenzano la vita di ognuno di noi per l’intero corso della vita. L’adulto in particolare è obbligato ad affrontare le transizioni e se possibile ad anticiparle,
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STEFANINI, AMBRA. "Le emozioni: patrimonio della persona e risorsa per la formazione." Doctoral thesis, Università degli studi di Padova, 2010. http://hdl.handle.net/11577/3427003.

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Abstract Emotions: individual patrimony and training resource This research is part of the reflection affecting emotions, to understand whether and to what degree we can transform them into a resource for adult education. The introductory analysis has tried to define emotions from different points of view: analyzing D. Goleman’s studies on the development of emotional intelligence and recent scientific discoveries in neurosciences; studying emotions in psychology; exploring their role in education and didactics; passing on to the training sector, for which we have posed the question wh
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Friso, Valeria. "La Formazione per le Persone che Lavorano: Effetti nelle organizzazioni." Doctoral thesis, Università degli studi di Padova, 2011. http://hdl.handle.net/11577/3427406.

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This doctoral work deals with life-long learning, especially its explanation for people at work in an optic that goes beyond the concept of "Human Resources", favouring the concept of the individual in the common school of thought of personalism. The First Part has the objective of examining the historical evolution of a few key concepts such as the person, the meaning and organization of work, the conception of worker, capital and education through scientific literature. The idea was to examine the essential components of the working world and life-long learning with the aim of pin-pointing
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D'ORIA, MARIKA. "L’uso di metafore linguistiche nella Medicina Generale. Aspetti educativi per la formazione dei professionisti della cura." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2018. http://hdl.handle.net/10281/199145.

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Rationale. La metafora è definita come «un’espressione che descrive una persona o un oggetto, riferendosi a qualcosa che si presuppone abbia caratteristiche simili» (Cambridge Academic Content Dictionary, s.v. “Metaphor,” 2017). A partire dagli anni ’90, nei contesti di Medicina Generale (MG) le metafore sono state studiate come strategie comunicative capaci di ricadere sulla qualità della cura (Mabeck & Olesen, 1997). Nelle Cure Palliative e Primarie, sono usate per motivi formativi, professionali, clinici, organizzativi (Rodriguez & Bélanger, 2014). Le ricerche hanno esaminato in part
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Fedeli, Monica. "Nuove prospettive per la fromazione degli adulti: generare valore in una società complessa. I risultati di un'indagine fra testimoni privilegiati." Doctoral thesis, Università degli studi di Padova, 2008. http://hdl.handle.net/11577/3425218.

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New prospectives for adult learning: generating values in a complex society. This research represents a study and in-depth contribution for adult learning, focussing upon the learning values addressed to adults immersed in working processes and to the tricky role of the trainer that practices his/her own profession with adults involved in life-long learning. This contribution is part of the literature tradition that recently dealt with the subject of generative learning and the value of learning in order to investigate and listen to the trainers' opinion, but also of privileged witnesse
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POZZO, MATILDE MAIA. "Nella zona grigia delle nuove povertà. Una ricerca pedagogica sulle storie di formazione nei processi di impoverimento." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2020. http://hdl.handle.net/10281/262889.

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Gli ambivalenti esiti delle trasformazioni economiche, sociali, culturali della contemporaneità hanno dato vita a un’area in cui si incrociano i lembi di differenti forme di fragilità, economica, sociale, relazionale, e di sofferenza urbana (Saraceno, 2010): una zona grigia di disagio diffuso (Iori e Rampazi, 2008; Tramma, 2015) che non supera quelle soglie di malessere conclamato che la collocherebbero nell’area della grave emarginazione, oggetto di attenzione dei servizi e delle politiche educative. I processi che hanno contribuito al diffondersi di vulnerabilità sociale (Ranci, 2002) hann
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Bavieri, Luisa <1961&gt. "Educazione alla cittadinanza per cittadini immigrati adulti. Il contributo della formazione linguistico-giuridica all'acquisizione di competenze di cittadinanza in lingua seconda." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2011. http://amsdottorato.unibo.it/4178/1/Bavieri_Luisa_tesi.pdf.

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The research examines which cultural and linguistic instruments can be offered to provide adult migrants with formative access to citizenship competences. Starting from the questions: How can individuals of all community groups present in a nation-state acquire high standards of linguistic, sociolinguistic and discourse competences in order to be fully integrated, that is to participate and be included in social activities in the public domain such as work and institutional environments? How are these competencies developed in an educational context? How do adult migrants behave lingui
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Bavieri, Luisa <1961&gt. "Educazione alla cittadinanza per cittadini immigrati adulti. Il contributo della formazione linguistico-giuridica all'acquisizione di competenze di cittadinanza in lingua seconda." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2011. http://amsdottorato.unibo.it/4178/.

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The research examines which cultural and linguistic instruments can be offered to provide adult migrants with formative access to citizenship competences. Starting from the questions: How can individuals of all community groups present in a nation-state acquire high standards of linguistic, sociolinguistic and discourse competences in order to be fully integrated, that is to participate and be included in social activities in the public domain such as work and institutional environments? How are these competencies developed in an educational context? How do adult migrants behave lingui
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Ferranti, Cinzia. "Studio etnografico di una comunità professionale blended: il ruolo delle tecnologie formative nella prospettiva della Activity Theory." Doctoral thesis, Università degli studi di Padova, 2013. http://hdl.handle.net/11577/3423132.

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Several educational models characterizing communities as environments that foster learning processes, have been formulated in recent years. In the literature we can find different constructs: the community of learning, the community of practice and the professional community. Most studies based on these constructs focus on the process of peer-education, on ways to participate, on the reification, and on the discursive processes allowing the participants to negotiate meanings or actions within the community. However, a better understanding of a community's salient features can be achieved by i
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Books on the topic "Formazione adulti"

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Lupoli, Nicola. La formazione come bene comune: I migranti adulti tra formazione professionale e ricostruzione identitaria. FrancoAngeli, 2012.

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Cavallera, Hervé A. La formazione degli adulti tra le due guerre mondiali. Pensa multimedia, 2008.

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Corradi, Sofia. ERASMUS e COMETT: Educazione degli adulti e formazione universitaria transculturale. Bulzoni, 1988.

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Agrusti, Teresa Russo. La formazione degli adulti nei paesi in via di sviluppo: Itinerario didattico attraverso i materiali di un seminario per la formazione dei formatori nello Zimbabwe. Campanotto, 1993.

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Convegno "Progetti speciali nell'educazione degli adulti" (1987 Frascati, Italy). Formazione generale, qualificazione professionale, rientri scolastici: Progetti speciali nell'educazione degli adulti : atti del Convegno "Progetti speciali nell'educazione degli adulti," Villa Falconieri, 12-13-14 febbraio 1987. Centro europeo dell'educazione, 1987.

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Matteini, Massimo, Cristina Fabbri, and Donatella Mauro. Adulti in relazione nei contesti educativi: Formazione sistemica per insegnanti di nido, servizi integrativi al nido, scuole dell'infanzia e per l'integrazione. Junior, 2003.

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Boffo, Vanna, Sabina Falconi, and Tamara Zappaterra, eds. Per una formazione al lavoro. Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-304-5.

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The volume is a collection of the papers from a study seminar held at the University of Florence Faculty of Education and Training Sciences in March 2012 entitled Formazione e orientamento al lavoro. Le sfide della disabilità adulta. The aim of the initiative was to highlight a topic/problem which has little or no resonance in civil society, or in study and research contexts, namely, training and career guidance for disabled adults. The volume also recounts a course of studies carried out by Le Rose, a cooperative from the municipality of Florence, involving empirical research on the relations
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Orefice, Paolo, and A. Alberici. Le nuove figure professionali della formazione in età adulta: Profili e formazione universitaria. FrancoAngeli, 2006.

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Gelpi, Ettore. Complessità umana, ricerca e formazione. McColl, 1992.

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Convegno Dalla informazione alla formazione (1990 Turin, Italy). Informazione e formazione: Atti del Convegno Dalla informazione alla formazione, il rapporto adulto-adolescente : Torino, 22 settembre 1990. Centro scientifico editore, 1992.

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Book chapters on the topic "Formazione adulti"

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Dozza, Liliana. "Ricerca, teoria e prassi nella formazione adulta. Percorsi e prospettive di formazione adulta." In Educazione degli Adulti: politiche, percorsi, prospettive. Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0006-6.08.

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The essay highlights the vast inherent power of education and research on education in and for adulthood - making use of the presentation and discussion of a Case Study -. This Case Study deals with the educational needs that is for the quality of the services of an elderly home in a City in northern Italy. The Case Study was conducted consistently with the theoretical-methodological framework of Grounded Theory and Participatory Research-Action. It allows us to capture "in nuce" some of the processes of generative and human change that can be shaped by clarifying the need/willingness to make
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Boffo, Vanna. "Processo formativo e transizione al lavoro: percorsi nell’Alta Formazione." In Educazione degli Adulti: politiche, percorsi, prospettive. Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0006-6.04.

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Restructuring personal and vocational training by means of the harbinger of a not merely economistic idea of employability represents a fundamental and ineradicable task of educational research and pedagogical reflection. The most obvious effect of such a re-understanding of employability in its function as a pedagogical principle and catalyst of formation, because of its dimension of connaturality with the subjective educational trajectory, is that of reinterpreting transition processes not from a discontinuous perspective, but from a process perspective. Hence the need to think and rethink o
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Bertagna, Giuseppe. "Il ‘brutto anatroccolo’ dell’istruzione e formazione professionale. Genetica di una pretesa ma insostenibile ‘inferiorità’." In Educazione degli Adulti: politiche, percorsi, prospettive. Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0006-6.03.

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The separative logic is not educational. The essay reviews the historical events that have generated an undervaluation of vocational training pathways compared to education pathways. This "minority" of perception and legislation stems from a logic of separation with many faces which, taken all together, with etiological spirit and historical-ordinamental contextualization, explain the "untenable" inferiority of vocational education: people (the 'inferiors') and political-bureaucratic elite (the 'superiors'), nature and culture, man and citizen, etc. These separations concerned the idea of labo
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Perla, Loredana. "Il faculty developer per la formazione del docente universitario. Questioni aperte e prospettive di didattica avanzata." In Educazione degli Adulti: politiche, percorsi, prospettive. Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0006-6.12.

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The recent Recommendations of the Ministers of the European Higher Education Area (BFUG, 2020) have highlighted how the qualification processes of university teaching are closely related to didactic approaches student’s-centered. To facilitate change actions, institutions identify mediation figures within the university with the function of managing Faculty Development actions and programs. The chapter outlines the role of the faculty developer and considers him an educational "agent of change". Faculty developers can create a network for the professional and organizational development of a un
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Silva, Clara Maria. "L’impatto del progetto TECO-D Pedagogia sul CdS in Scienze dell’Educazione e della Formazione L-19 dell’Università degli studi di Firenze." In Educazione degli Adulti: politiche, percorsi, prospettive. Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0006-6.17.

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The paper illustrates the application of the national experiment, promoted by ANVUR, and called TECO, to the Bachelor of Science in Education and Training at the University of Florence. The analysis developed in the article emphasizes how this application has effects on the overall architecture of the bachelor course to support the provision of a solid and quality education, based on professional knowledge and skills, but also on individual components of the course and on the learning outcomes.
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Togni, Fabio. "La sfida della qualità nell’Alta Formazione." In Studies on Adult Learning and Education. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0504-7.04.

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The contribution, starting from an epistemological reflection that shows the connection between the categories of quality and quantity, passing through the construct of 'measurement', illustrates the evolution of quality assurance processes over the last fifty years, up to the current models of the so-called Total Quality Management. The application of these models to formal education and training contexts, with particular attention to the fields of Higher Education, poses numerous challenges and tasks that still need to be fully embraced both at the micro level of designing third-level course
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Infante, Pierpaolo. "Competenze digitali e innovazione nell’istruzione: metodologie di formazione e valutazione." In Studies on Adult Learning and Education. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0504-7.17.

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The Digital Education Action Plan 2021-2027 focuses on digital skills development and drives digital transformation in school education. The EU Recovery and Resilience Facility (RRF) is crucial to accelerate the digital transition through educational reforms, teacher upgrades, and digital skills investments. Digital transformation requires adaptations in education and training systems to respond to rapid and "disruptive" technological changes. Digital skills shortages emerge as a major cause of underachievement in education and training, underscoring the urgency of targeted interventions. The
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Gamberi, Letizia. "Integrare l’entrepreneurship nella formazione universitaria: uno sguardo pedagogico attraverso tre contesti nazionali." In Studies on Adult Learning and Education. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0504-7.08.

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The research presented in this study distinguishes itself through its pedagogical approach to entrepreneurship, aiming to transcend prevailing economicistic perspectives. It introduces the concept of “imprenditività” (Morselli 2016) as a broader formative dimension, focusing on the capacity to act on opportunities and ideas, transforming them into value for the development of personal and professional projects, rather than solely hard skills. Exploring the role of Higher Education in fostering entrepreneurial competencies for the university-to-work transition and beyond constitutes a fundament
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Kulberg Taub, Mikol. "Ricerca e formazione sul Service-Learning per lo sviluppo delle competenze dei docenti nel curricolo di educazione civica." In Studies on Adult Learning and Education. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0504-7.18.

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The contribution describes an exploratory study, part of a broader doctoral research, in which a training experience on the Service-Learning (SL) approach for implementing the civic education curriculum was carried out. The intention was to analyse whether and how the proposed training proved transformative for teachers (n=200). The study involved thematic analysis (TA) of the data obtained through a QUAL-Quant questionnaire proposed to the teachers. The results from the 58 respondents showed that the training increased the teachers' acquisition of both new professional skills, including teach
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Mancarella, Dino. "L’impianto metodologico e il disegno di ricerca di una tesi dottorale sulla percezione di employability dei neolaureati dei Corsi di Laurea Magistrale dell’area della formazione non-teaching." In Studies on Adult Learning and Education. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0504-7.10.

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Doing research in Higher Education means taking care of the different needs of students in order to transform the educational conditions to improve the living and working contexts (Federighi, 2018) and to respond to the students' need related to the transition problem (Boffo, 2018). In this essay, a doctoral research is presented that started from the study of the perception of employability (Harvey, 1999; Knight &amp; York, 2002) of students of the CdLs of non-teaching education at the University of Florence. The method used was qualitative, longitudinal and comparative. Three cases were anal
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