Programme & Parallel Sessions

Room GINEPRO

chair: Diana Spulber, University of Genoa, Italy (22spulber@gmail.com)

Donatella Persico, Francesca Maria Dagnino, Flavio Manganello, Marcello Passarelli, Francesca Pozzi, Nikolina Nikolova, Krassen Stefanov, Anagnostou Kleio, Tsvetelina Georgieva, Christos Kyriakides, Maria Lonigro, Linda Citterio, PLEIADE: Promoting students’ inclusion through collaborative learning, learning design and practice sharing

Oleg Popov, Promoting interculturality in science teacher education in the context of increasing use of smartphones for cross-cultural collaboration

Francesca Helm, Sarah Guth, Alice Baroni, Student teachers’ emotional journeys through virtual exchange

Deirdre Harvey, Maria Campbell, What lies beneath? An examination of student teachers’ autonomy, competence, and relatedness in online collaboration

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Room OLEANDRO

chair: Megan Murray, University of Hull, United Kingdom (M.Murray@hull.ac.uk)

Meo Damiano, Landoni Monica, D’Alonzo Luigi, A checklist for digital textbooks towards an inclusive learning experience

Maxwell Peprah Opoku, Ashraf Moustafa, Thara Alkhateri, Hala Elhoweris, Najwa Alhosani, Does teaching context matter? Comparative study of the competence of female pre-service special education teachers towards using technology to support the teaching of students with disabilities in special and inclusive schools in UAE

Yael Kimhi, Aviva Barnir, Israel’s Experience Towards Inclusive Education in General Education Teacher Training Programs

Nikolina Stanić, Potentially conflictual talks on public issues in diverse primary classrooms: Inclusive teaching styles & emotional styles

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Room ATRIO

chair: Dima Bou Mosleh, University College Leuven – Limburg (Belgium) (dima.boumosleh@ucll.be)

Hyeseung Jeong, Raquel Sánchez Ruiz, Georgia Wilhelmsson, Spanish and Swedish pre-service teachers as users of English as a lingua franca (ELF)

Martin Fico, The importance of prestige for the teaching profession

Sérgio Gaitas, Teachers’ perceptions of differentiated instruction: What can we learn?

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Room EXPO – PALAZZO FASCIE

chair: Elisa Briga, European Federation for Intercultural Learning (Belgium) (elisa.briga@afs.org)

Marie Huxtable, Jack Whitehead, How can the living-educational-theories of Teacher Educators promote teaching and learning for an inclusive, interconnected world?

Begoña Fernández Gutiérrez, Anna Nicolaou, Carmen Platz, Virtual Innovation and Support Networks for Teachers: The VALIANT project

Jørgen Klein, International practicums in teacher education: building global competence for an interconnected world?

Etti Gordon Ginzburg, Christoph Dähling, Jutta Standop, Alfred Weinberger, Fostering Intercultural Competence of Pre-service Teachers via International Digital Problem-based Learning

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Room BO – PALAZZO FASCIE

chair: Gorik van Helleputte, University College Leuven – Limburg (Belgium) (gorik.vanhelleputte@ucll.be)

André Koffeman, Dymphna Snijders Blok, Wybe Stavenga, Jetske Meelker, Birgit Rusbach, IQ110, a very unfair game about inequality of opportunity

Room GINEPRO

chair: Megan Murray, University of Hull, United Kingdom (M.Murray@hull.ac.uk)

Umberto Zona, Martina De Castro, Fabio Bocci, YouTube ecosystem as an environment of identity co-construction and self-management of Self. A multiple case study

Albana Deda, Natasha Poroçani, E-learning in Albania during the pandemic, before and after it (Analysis on the situation of Albanian education)

Edoardo dalla Mutta, Vincenza Benigno, Maria Dagnino, Chiara Fante, Teachers’ perception of the Hybrid Classroom for homebound students during Emergency Education

Ferenc Pozsonyi, Anisa Trisha Pabingwit, Mária Hercz, MOOC-assisted sex education in tertiary education setting

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Room OLEANDRO

chair: Elisa Briga, European Federation for Intercultural Learning (Belgium) (elisa.briga@afs.org)

Andrea Zingoni, Juri Taborri, Lorenzo Daidone, Francesca Restuccia, Angelo Sterlini, Marcella Barone, Giuseppe Calabrò, Reasy: an Innovative AI-based Digital Platform to Provide Customized Support to Dyslexic Students

Daniela Semião, Luís Tinoca, Maria João Mogarro, Inclusive education in Portugal: processes and practices developed in schools

Soudeh Oladi, John Portelli, Manuel J. Ellul Inclusive Education in Diversity: Insights from a Canadian Case Study

Ilenia Amati, Alessia Scarinci, Theater didactic mediator for inclusion: a research-training for global citizenship

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Room ATRIO

chair: Sarah-Louise Jones, University of Hull (UK) (Sarah-Louise.Jones@hull.ac.uk)

Samira Buhrer, Daniel Wisniewski, Advancing the Attractiveness of the Teaching Profession – Supporting teacher induction programs beyond the COVID-19 pandemic

Monika Skura, Joanna Dobkowska, Teaching in a polarized society: teachers’ pedagogy in Poland’s changing social and political context

Renato Lombardo, Antonella Maria Maggio, Elisabetta Oddo, Cinzia Novara, Distance, Face-to-Face and Blended Learning: Opportunities and Challenges at the University of Palermo

Santolo Ciccarelli, Giacomo Cozzolino, Maria Luisa Iavarone, Chiara Scuotto, Francesco Ferraro, Novel immersive didactic approaches: the Trip-a-Bike project

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Room EXPO – PALAZZO FASCIE

chair: Melissa Liles, Institute for Developing Across Differences (IDD) (melissa.liles@iddifferences.org)

Mattia Baiutti, Roberto Ruffino, Assessment of pupil mobility from an intercultural perspective: the Intercultura assessment protocol

Carola Mantel, Dominique Braun, Marcus Büzberger, Learning inclusive thinking through international internships and beyond: Why it is important to consider different thinking patterns and how to invite for broader perspectives

Ei Phyu Chaw, Aigerim Kozhabergenova, Mestawot Beyene Tafese, Amin Saed, Erika Kopp, Nora Rapos, The role of practicum in teacher education policy documents in Ethiopia, Myanmar, Kazakhstan, and Iran

Sauro Civitillo, Francesca Ialuna, Dwayne Lieck, Philipp Jugert, Do infrahumanization or affective prejudice drive teacher discrimination against Romani students? A conceptual replication of Bruneau et al. (2020) in Germany

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Room BO – PALAZZO FASCIE

chair: Diana Spulber, University of Genoa, Italy (22spulber@gmail.com)

Claudia Arena, Integration of pupils in a multicultural class through enhancing teachers’ and pupils’ self-esteem – practical tools and reflexions

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Room POSTER PLENARIA COLONNATO

Veronika Bačová, Sentiments, attitudes and concerns of teacher students towards inclusive education in the Czech Republic

R. Renati, N.S. Bonfiglio, R.M. Garces-Bacsal, L. Bologa, A. Caetano Santos, S. Kukulj, P. Lebre, R. Memeo, D. Mara, A.M. Radu, M. Šarić Drnas, C. Simones, T. Zappaterra, Games and Inclusion For Teacher EDucation

Room GINEPRO

chair: Irma Kunnari, Häme University of Applied Sciences, Finland (irma.kunnari@hamk.fi)

Giulia Staggini, Rita Cersosimo, Virtual Reality and Special Educational Needs. An experimental course of English for children

Mária Hercz, Anisa Trisha Pabingwit, Ferenc Pozsonyi, Enhancing scholarship holder international students’ intercultural competencies with collaborative learning

Berglind Rós Magnúsdóttir, Bad professionals or senseless working conditions?

Giuseppina Rita Jose Mangione, Beatrice Miotti, Maeca Garzia, A Repertoire of innovation for professionality development and retainment in small and rural schools

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Room OLEANDRO

chair: Melissa Liles, Institute for Developing Across Differences (IDD) (melissa.liles@iddifferences.org)

Rosa Bellacicco, Luca Decembrotto, Heidrun Demo, Ines Guerini, Dario Ianes, Andrea Mangiatordi, Clarissa Sorrentino, (Student) teachers with disabilities in Italy: barriers and facilitators to inclusion

Marie Huxtable, How does developing competencies to both read and write educational research enable teachers to contribute to teaching and learning for an inclusive interconnected world?

Simone Seitz, Catalina Hamacher, Francesca Berti, Beyond the morning-afternoon dichotomy. Multi-professional collaboration as a key concept of inclusive all-day primary school

Lesar Irena, Child-centred or world-centred approach to education – which one is more supportive of achieving the goals of inclusive education?

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Room ATRIO

chair: Gorik van Helleputte, University College Leuven – Limburg (Belgium) (gorik.vanhelleputte@ucll.be)

Joanna Dobkowska, Anna Zielińska, Małgorzata Żytko, The crisis in the teaching profession as a challenge for educators, teachers and stakeholders. The Polish context

Paola Damiani, Stefania Morsanuto, Pathways 0-6 years: an integrated ecological tool for observation and design

Thiri Pyae Kyaw, Muhammad Zainur Rifai, Csilla Pesti, Comparative Policy Analysis of Teacher Competences

Bashir Abu-Hamour, Hanan Al Hmouz, The Application of Varied Assessments and Touch Math Program in a Case Study of a Student with a Severe Math Difficulty

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Room EXPO – PALAZZO FASCIE

chair: Dima Bou Mosleh, University College Leuven – Limburg (Belgium) (dima.boumosleh@ucll.be)

Lesya Alexandra Granger, Administrators’ role in supporting International Languages secondary teachers in Canada in implementing a mandated curriculum founded on elements of the CEFR, plurilingualism, and critical pedagogy

Sina Westa, What do teacher-education students expect from an internship abroad for their personal and professional development? Insights from a qualitative analysis of motivation letters for the SCHULWÄRTS!-programme of the Goethe Institute

Ann Sylvi Larsen, Norwegian pre-service teacher’s experiences from 5 weeks practicum in Zambia

Marialuisa Damini, Francesca Rapanà, Being or becoming a citizen: the role of students’ voice in fostering civic engagement at school

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Room BO – PALAZZO FASCIE

chair: Megan Murray, University of Hull, United Kingdom (M.Murray@hull.ac.uk)

Elisa Briga, Training Model for education professionals on Assessment of Transversal Competences developed in long-term individual pupil mobility

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Room GINEPRO

chair: Sarah-Louise Jones, University of Hull (UK) (Sarah-Louise.Jones@hull.ac.uk)

Mária Hercz, Ferenc Pozsonyi, Anisa Trisha Pabingwit, Train yourself and your pupils. Teacher trainees as innovators in an international sustainability programme

Agnieszka Szplit, Zuzanna Zbróg, Joanna Leek, Bilingual education as a tool for building interconnected world-research on intended and implemented curriculum for pre-school education in Poland

Elsa C. Price, Coping with the Teaching and Learning Challenges in our COVID-19 World

Gerd Wikan, Multicultural practicum groups – learning outcome

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Room OLEANDRO

chair: Irma Kunnari, Häme University of Applied Sciences, Finland (irma.kunnari@hamk.fi)

Erika Marie Pace, Paola Aiello, Strengths-based approaches in teacher education programmes to promote inclusive school cultures and global competence

Giacomo Zavatta, Signature Pedagogy in Global Competence Education: The Teaching of Italian Civic Education in High School

Sally Findlow, Disentangling the constraints against educational emancipatory spaces for enlightenment and deliberative democracy

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Room ATRIO

chair: Dima Bou Mosleh, University College Leuven – Limburg (Belgium) (dima.boumosleh@ucll.be)

Giuseppina Rita Jose Mangione, Michelle Pieri, Stefano Cacciamani, Teacher’s professional development and continuous training. The “Classi in rete” experimental path

Thiri Pyae Kyaw, Epistemological Beliefs and Teaching-Learning Perceptions of Student Teachers in Myanmar: A Quantitative Study

Elizabeth B Lay, Berglind Rós Magnúsdóttir, Fields of power in a mixed classroom: Mapping gender, ethnicity, and class among students, teachers, and parents

Anna Józefowicz, Educational potential of picturebooks based on the works of Iwona Chmielewska

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Room EXPO – PALAZZO FASCIE

chair: Kirsi Korkealehto, Häme University of Applied Sciences (Finland) (kirsi.korkealehto@hamk.fi)

Paul Flynn, Luke O’Donnell, Laying Foundations for Classroom Participation in an Increasingly Interconnected World: Embedding Empathetic Connections Among Preservice History Teachers

Seyda Subasi Singh, Michaela Steed-Vamos, Rolf Laven, Developing social and civic competencies through service learning: attitudes of pre-service teachers

Guido Benvenuto, Roberta Camarda, Debate for citizenship skills: a case study at junior high school

Annfrid R. Steele, Brynjulv Grønvik, Andreas Lødemæl, What takes to develop sustainable partnership? – Experience from a Norwegian student and teacher mobility project

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Room BO – PALAZZO FASCIE

chair: Gorik van Helleputte, University College Leuven – Limburg (Belgium) (gorik.vanhelleputte@ucll.be)

Alessia Bevilacqua, Roberta Silva, Active, Constructive, Interactive… Co-creative!

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Room GINEPRO

chair: Megan Murray, University of Hull, United Kingdom (M.Murray@hull.ac.uk)

Mia Filipov, Branko Bognar, Marija Sablić, How Can Research Project Results Help Improve Pedagogy Studies?

Sara Mori, Silvia Panzavolta, Alessia Rosa, Brain-based instructional design: examples and good practices from a research-training project

Ciarán Ó Gallchóir, Joanne O’Flaherty, Deirdre Hogan, Orla McCormack, Leadership as a ‘pinch-point’ for the advancement of Global Citizenship Education: Who leads and for what purpose?

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Room OLEANDRO

chair: Elisa Briga, European Federation for Intercultural Learning (Belgium) (elisa.briga@afs.org)

Ori Katzin, Preparing Teachers and Teacher Trainees Peer Interaction in Culturally Diverse School Faculties

Francesco Magni, Initial Secondary Teacher Education in Italy: the proposal of master’s degree programs for teaching qualification in secondary schools

Ximena Reyes, Dana Lev, Schools becoming villages – building and supporting A/TCK communities. Raise awareness about how culture shapes mindsets, behaviors and communication

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Room ATRIO

chair: Kirsi Korkealehto, Häme University of Applied Sciences (Finland) (kirsi.korkealehto@hamk.fi)

Melanie Ní Dhuinn, Gavin Murphy, Pedagogical practices and partnerships promoting LGBTQ+ specific inclusion and diversity approaches in an initial teacher education programme module

Siddhartha Dhungana, An Eastern Philosophical Dimension of an English Language Teacher’s Professionalism: A Narrative Analysis

Defne Yabaş, Gaye Defne Ceyhan, Zerrin Doganca-Kucuk, M. Sencer Corlu-Bahçeşehir, The analysis of the authentic problems of the knowledge society within STEM instructional designs

Magdalena Popławska, Cultural education and sociotherapy. Embodied experience

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