@article {904,
	title = {TEACHER CAPACITY BUILDING THROUGH CRITICAL REFLECTIVE PRACTICE FOR THE PROMOTION OF INCLUSIVE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {54-66},
	abstract = {In a time where inclusive education has become the underpinning framework of reference for educational policies globally, effective strategies for a smooth and sustainable transformation of educational systems need to be identified. Recent literature on teachers{\textquoteright} attitudes has suggested that the adoption of inclusive policies, although necessary, is not sufficient for its implementation. Particularly, it has highlighted that the successful creation of inclusive environments requires critical reflection on the beliefs and values underpinning the attitudes towards the practical implementation and long-term sustainability of inclusive education. The research presented in this article outlines the historic evolution of the principles characterising inclusive education in Italy and Europe. It then delineates the competencies required for teacher capacity building in inclusive contexts and provides an overview of the founding principles supporting critical reflective practice. In conclusion, it proposes a guided strengths-oriented process aimed at enhancing critical reflection during initial and in-service teacher education courses in order to give teachers the opportunity to reflect on the beliefs and values shaping their practice, as well as explore new routes to bring about improvement and build strategic alliances to be able to handle the complex nature characterising current school contexts. },
	keywords = {critical reflective practice, inclusive education, teacher training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.54},
	url = {http://oaji.net/articles/2015/457-1421876550.pdf},
	author = {Diana Carmela Di Gennaro and Erika Marie Pace and Iolanda Zollo and Paola  Aiello}
}
@article {705,
	title = {SENSORY MOTOR INTERACTION IN VIRTUAL ENVIRONMENT TO PROMOTE TEACHING-LEARNING PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {29-37},
	abstract = {"So far the school has been structured on the book, on the laborious acquisition of knowledge formulated in verbal language. Nowadays, thanks to the computer and its ability to simulate reality, it is possible to learn more naturally and without effort using our faculties of perception" (Antinucci, 2011). The statement by Antinucci, as well as the studies on many scientific domains supporting the idea of the involvement of sensory-motor integration in the development of intelligence and learning (Piaget, 1952; Vereecken, 1961), suggest to investigate in the didactics methodologies and instruments able to foster this integration ability. These studies also justify the current full attention in the field of movement teaching for new technologies, therefore the present research aims at testing a {\textquotedblleft}shapes game{\textquotedblright} module that uses Microsoft Kinect System as an input device for the acquisition of data related to the movement of the body segments of the user. The possibility to identify the movement of specific body segments allows to develop teaching methodologies designed to foster the achievement of visual-motor abilities useful to the process of learning in school, through immersive modes of interaction, typical of {\textquotedblleft}exergames{\textquotedblright} based on a full body involvement (Coshott, 2009). The present study shows the results of the pre-test software, built on a sample of pupils (aged 8 to 10) attending the fifth year of Italian primary school.},
	keywords = {edutainment, exergame, sensory-motor coordination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.29},
	url = {http://oaji.net/articles/2014/457-1410006144.pdf},
	author = {Stefano   Di Tore and Paola  Aiello and Carmen   Palumbo and Rodolfo   Vastola and Gaetano   Raiola and Francesca   D{\textquoteright}Elia and Nadia   Carlomagno and Maurizio  Sibilio}
}
@article {629,
	title = {THE COMPLEXITY OF THE EDUCATIONAL RESEARCH IN THE TEACHING OF MOTOR ACTIVITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {99-105},
	abstract = {The need to identify an educational dimension of the motor activities to be practiced in school context requires a disciplinary intersection between the sciences of education and the sciences of motion that outlines a complex heuristic space where the Geisteswissensschaften and Naturwissensschaften can cooperate at a constant, rigorous and critical harmonization of different approaches, protocols and instruments of research.
 Starting from the model proposed by Arnold (1988) that shows the wide range of possibilities offered by the movement to educational processes it is important to reflect critically upon the procedures and the adoption of specific research methodologies that can functionally integrate with the curriculum and the educational and organizational constraints of the school institutions and be suitable to define the best teaching practices to enhance the educational dimension of motor activities.},
	keywords = {motor activities, quantitative research, teaching-learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.99},
	url = {https://oaji.net/articles/2014/457-1408435256.pdf},
	author = {Maurizio  Sibilio and Paola  Aiello}
}
