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Promuovere lo sviluppo professionale degli insegnanti attraverso il mentoring.

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Title: Promuovere lo sviluppo professionale degli insegnanti attraverso il mentoring.
Authors: CAPPERUCCI, DAVIDE1 davide.capperucci@unifi.it
Source: Studi Sulla Formazione. 2024, Vol. 27 Issue 2, p37-57. 21p.
Subject Terms: *Teacher development, Mentoring
Abstract: This paper presents a part of the RESPOND European Erasmus+-project on the mutually sustaining relationship between teacher professional development and overall school development. The focus is on one of four product results from the project, "The RESPOND Teacher Professional Development Support Guidelines" developed as a tool for understanding the roles of and interactions between different actors in school, with particular reference to the role of mentors for formal institutional support and peer-to-peer support for informal support between colleagues. [ABSTRACT FROM AUTHOR]
Copyright of Studi Sulla Formazione is the property of Firenze University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Promuovere lo sviluppo professionale degli insegnanti attraverso il mentoring.
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  Data: <searchLink fieldCode="JN" term="%22Studi+Sulla+Formazione%22">Studi Sulla Formazione</searchLink>. 2024, Vol. 27 Issue 2, p37-57. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink>
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  Data: This paper presents a part of the RESPOND European Erasmus+-project on the mutually sustaining relationship between teacher professional development and overall school development. The focus is on one of four product results from the project, "The RESPOND Teacher Professional Development Support Guidelines" developed as a tool for understanding the roles of and interactions between different actors in school, with particular reference to the role of mentors for formal institutional support and peer-to-peer support for informal support between colleagues. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studi Sulla Formazione is the property of Firenze University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.36253/ssf-15651
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      – Code: ita
        Text: Italian
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        PageCount: 21
        StartPage: 37
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      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Mentoring
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              Text: 2024
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