Vol. 14, n.2, 2018


Guest Editors

Giuseppina Rita Mangione, INDIRE, Italy

Maria Chiara Pettenati, INDIRE, Italy 

Important dates
Initial manuscripts due March, 10th, 2018 (EXTENDED)
Notification and Review Comments March, 30h, 2018
Camera Ready manuscript due April, 15th, 2018
Special Issue published May, 2018 

The early years of teaching are a sensitive period in the process of professionalization of the teacher. During this induction period, the school community, in the broader perspective of the term, has the task of providing a wide range of intellectual, social, emotional and material resources to support and guide the transition of new teachers in the midst of their professional practice.

National and international research shows that effective models of training for newly recruited teachers should provide tools for action and reflection on professional, organizational, social and career guidance plans.

This special issue wants to review state-of-the-art of issues and solutions of Initial teacher education and teacher induction focusing also on the current challenges and perspectives. Submissions should be original and unpublished, and can address technical, organizational, methodological aspects as well as case studies and implementation examples.

Topics of interest include but are not limited to:
  • Country / region approach and aims of induction policies and programmes
  • Design and evaluation of ITE and induction programmes
  • Evidence-based conditions for successful ITE and induction programmes
  • Policy models
  • Standards for Newly Qualified teacher
  • Role of ICT in the Induction programme (Portfolio, Community and social spaces, video documentation)
  • Induction programme and personalization for specific target group
  • Specific focus on successful educational elements of ITE and induction programmes 
  • Specific focus on successful educational elements of ITE and  induction programmes
    o   supportive scholastic context for newly recruited to act in a climate of collective responsibility
    o   opportunity to observe experienced teachers; accurate selection of qualified tutors;
    o   organization of interaction and confrontation spaces for novice and experienced teachers;
    o   an intensive and structured supportive curriculum as well as an opportunity for professional development;
    o   atelier for professional development
  • Induction as transition between ITE and CPF: country/region wide implementation initiatives. 

All submitted papers will be subject to a selection mechanism based on a double blind review.


Language: all contributions/papers must be written in English
Author Guidelines:

The Journal of e-Learning and Knowledge Society (Je-LKS) (eISSN 1971-8829) is published by the Italian Society of e-Learning since 2005 and in 2016 has published its thirteenth volume, consisting of three. Je-LKS is indexed, among other things, on on AACE-EdITLib, Web of Science Content Expansion (Thompson Reuters) Scopus, Elsevier, DOAJ, IET Inspec, CiteFactor and in 2016 reached a h-index of 17 (Publish or Perish based on Google Scholar database). ANVUR Ranking: A-Class for Sector 11-D1 and 11-D2

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