[
Australian Society for Evidence Based Teaching (2017). How To Give Feedback To Students: The Advanced Guide. Andergrove, QLD: Australian Society for Evidence Based Teaching.
]Search in Google Scholar
[
Ausubel, D. (1978). Educazione e processi cognitivi. Milano: FrancoAngeli.
]Search in Google Scholar
[
Bardach, L., Klassen, R. M., Durksen, T. L., Rushby, J. V., Bostwick, K. C., & Sheridan, L. (2021). The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers. Computers & Education, 169, 104-194.10.1016/j.compedu.2021.104194
]Search in Google Scholar
[
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn (Vol. 11). Washington, DC: National academy press.
]Search in Google Scholar
[
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.10.3102/0013189X018001032
]Search in Google Scholar
[
Calvani, A. (2014). Come fare una lezione efficace. Roma: Carocci.
]Search in Google Scholar
[
Calvani, A., Marzano, A., Miranda, S. (2021). Formazione degli insegnanti alla didattica efficace. Come orientare l’osservazione e il cambiamento delle pratiche in classe? Formazione & Insegnamento, 19 (1), 599-621.
]Search in Google Scholar
[
Calvani, A. & Trinchero R. (2019). Dieci falsi miti e dieci regole per insegnare bene. Roma: Carocci.
]Search in Google Scholar
[
Castro-Schez, J. J., Glez-Morcillo, C., Albusac, J., & Vallejo, D. (2021). An intelligent tutoring system for supporting active learning: A case study on predictive parsing learning. Information Sciences, 544, 446-468.10.1016/j.ins.2020.08.079
]Search in Google Scholar
[
Coulter, G. A., & Grossen, B. (1997). The effectiveness of in-class instructive feedback versus afterclass instructive feedback for teachers learning direct instruction teaching behaviors. Effective School Practices, 16, 21–35
]Search in Google Scholar
[
Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166-173.10.1177/0022487100051003002
]Search in Google Scholar
[
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.10.1177/0022487105285962
]Search in Google Scholar
[
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.10.3102/0013189X08331140
]Search in Google Scholar
[
Eroglu, M., & Donmus Kaya, V. (2021). Professional Development Barriers of Teachers: A Qualitative Research. International Journal of Curriculum and Instruction, 13(2), 1896-1922.
]Search in Google Scholar
[
Gagné, M., & Briggs, L. J. (1974). The principles of instructional design. New York Hold. (Trad.IT 1990 Torino: SEI).
]Search in Google Scholar
[
Graesser, A. C., Conley, M. W., & Olney, A. (2012). Intelligent tutoring systems. APA educational psychology handbook, Vol 3: Application to learning and teaching, 451-473.10.1037/13275-018
]Search in Google Scholar
[
Gordon, T. (1991). Insegnanti efficaci. Torino: Giunti.
]Search in Google Scholar
[
Guskey, T. R. (1986). Staff development and the process of teacher change. Educational researcher, 15(5), 5-12.10.3102/0013189X015005005
]Search in Google Scholar
[
Guskey, T. R. (2002). Professional development and teacher change. Teachers and teaching, 8(3), 381-39110.1080/135406002100000512
]Search in Google Scholar
[
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
]Search in Google Scholar
[
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.10.4324/9780203181522
]Search in Google Scholar
[
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.10.3102/003465430298487
]Search in Google Scholar
[
Hattie, J., & Zierer, K. (2017). 10 Mindframes for visible learning: Teaching for success. London: Routledge.10.4324/9781315206387
]Search in Google Scholar
[
Hwang, G. J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence, 1, 100001.10.1016/j.caeai.2020.100001
]Search in Google Scholar
[
Hemmeter, M. L., Snyder, P., Kinder, K., & Artman, K. (2011). Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise. Early Childhood Research Quarterly, 26(1), 96-109.10.1016/j.ecresq.2010.05.004
]Search in Google Scholar
[
Jacobs, J., Boardman, A., Potvin, A., & Wang, C. (2018). Understanding teacher resistance to instructional coaching. Professional Development in Education, 44(5), 690-703.10.1080/19415257.2017.1388270
]Search in Google Scholar
[
Jensen, E., Dale, M., Donnelly, P. J., Stone, C., Kelly, S., Godley, A., & D’Mello, S. K. (2020, April). Toward automated feedback on teacher discourse to enhance teacher learning. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-13).10.1145/3313831.3376418
]Search in Google Scholar
[
Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and teacher education, 20(1), 77-97.10.1016/j.tate.2003.10.002
]Search in Google Scholar
[
Korthagen, F. A. (2010). How teacher education can make a difference. Journal of education for teaching, 36(4), 407-423.10.1080/02607476.2010.513854
]Search in Google Scholar
[
Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: a meta-analytic review. Review of educational research, 86(1), 42-78.10.3102/0034654315581420
]Search in Google Scholar
[
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge university press.10.1017/CBO9780511815355
]Search in Google Scholar
[
Leake, D. B. (1996). Case-based reasoning: experiences, lessons, and future directions. Menlo Park, CA: AAAI Press/MIT Press.
]Search in Google Scholar
[
Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of educational psychology, 106(4), 901.10.1037/a0037123
]Search in Google Scholar
[
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA, USA: ASCD.
]Search in Google Scholar
[
Menichetti, L., Pellegrini, M., & Gola, G. (2019). Cornici mentali e stereotipie didattiche nella formazione degli insegnanti. Formazione & Insegnamento, 17(1), 351-374.
]Search in Google Scholar
[
Merrill, M. D. (2002). First principles of instruction. Educational technology research and development, 50(3), 43-59.10.1007/BF02505024
]Search in Google Scholar
[
Mousavinasab, E., Zarifsanaiey, N., R. Niakan Kalhori, S., Rakhshan, M., Keikha, L., & Ghazi Saeedi, M. (2021). Intelligent tutoring systems: a systematic review of characteristics, applications, and evaluation methods. Interactive Learning Environments, 29(1), 142-163.10.1080/10494820.2018.1558257
]Search in Google Scholar
[
Ottley, J. R., & Hanline, M. F. (2014). Bug-in-ear coaching impacts on early childhood educators’ practices and associations with toddlers’ expressive communication. Journal of Early Intervention, 36(2), 90-110.10.1177/1053815114563614
]Search in Google Scholar
[
OECD (2005). Teachers matter: attracting, developing and retaining effective teachers. Paris: OECD.
]Search in Google Scholar
[
O’Reilly, M. F., Renzaglia, A., & Lee, S. (1994). An analysis of acquisition, generalization and maintenance of systematic instruction competencies by preservice teachers using behavioral supervision techniques. Education and Training in Mental Retardation and Developmental Disabilities, 29, 22–33.
]Search in Google Scholar
[
Paviotti, G., Rossi, P. G., & Zarka, D. (2012) (Eds). Intelligent tutoring systems: an overview. Lecce: Pensa MultiMedia
]Search in Google Scholar
[
Rosenshine, B. (2009). The empirical support for direct instruction. In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 201-220). New York, NY: Routledge.
]Search in Google Scholar
[
Sani, S., & Aris, T. N. (2014, January). Computational intelligence approaches for student/tutor modelling: A review. In 2014 5th International Conference on Intelligent Systems, Modelling and Simulation (pp. 72-76). IEEE.10.1109/ISMS.2014.21
]Search in Google Scholar
[
Scheeler, M. C., & Lee, D. L. (2002). Using technology to deliver immediate corrective feedback to preservice teachers. Journal of Behavioral Education, 11(4), 231-241.10.1023/A:1021158805714
]Search in Google Scholar
[
Scheeler, M. C., Ruhl, K. L., & McAfee, J. K. (2004). Providing performance feedback to teachers: A review. Teacher education and special education, 27(4), 396-407.10.1177/088840640402700407
]Search in Google Scholar
[
Scheeler, M. C., McKinnon, K., & Stout, J. (2012). Effects of immediate feedback delivered via webcam and bug-in-ear technology on preservice teacher performance. Teacher Education and Special Education, 35, 77-90.10.1177/0888406411401919
]Search in Google Scholar
[
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: considerations for research to practice. Education and treatment of children, 31(3), 351–380.10.1353/etc.0.0007
]Search in Google Scholar
[
Shute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153-189.10.3102/0034654307313795
]Search in Google Scholar
[
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257–285.10.1207/s15516709cog1202_4
]Search in Google Scholar
[
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197-221.10.1080/00461520.2011.611369
]Search in Google Scholar
[
Wang, Z., Miller, K., & Cortina, K. (2013). Using the LENA in Teacher Training: Promoting Student Involvement through automated feedback. Unterrichtswissenschaft, 41(4), 290–302.
]Search in Google Scholar
[
Wiggins, G. (2012). Seven keys to effective feedback. Feedback, 70(1), 10-16.10.12968/prtu.2012.1.6.8
]Search in Google Scholar
[
Zierer, K. (2017). Mind Frames Are More Important than Structures: Questions of Educational Reform and People as the Answer. Educational Research and Reviews, 12(16), 772-782.10.5897/ERR2017.3291
]Search in Google Scholar
[
Zierer, K., Lachner, C., Tögel, J., & Weckend, D. (2018). Teacher mindframes from an educational science perspective. Education Sciences, 8(4), 209.10.3390/educsci8040209
]Search in Google Scholar