Francesco Arcidiacono

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Switzerland

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Professor Francesco Arcidiacono is a faculty member at Haute Ecole Pédagogique BEJUNE - Site de Bienne in Switzerland. His research areas encompass discourse, conversation and argumentation in educational contexts, as well as the pedagogical knowledge of teachers and the dynamics of work-family integration in education. Recent publications include studies on the semiotic resources of teachers in science education and the influence of support systems on teacher integration.

Recent Grants

Grant: Close

MISEI: Master International en Sciences de l’Éducation Inclusive

Open Date: 2022-11-01

Close Date: 2024-01-01

Grant: Close

Peer Exchange Network in Teacher Education

Open Date: 2022-08-01

Close Date: 2024-07-01

Grant: Close

Higher Education Mobility Project

Open Date: 2021-06-01

Close Date: 2023-07-01

Grant: Close

Swiss Digital Skills Academy. Mastering Open Educational Resources (OERs) and Open Educational Platforms (OEPs)

Open Date: 2021-01-01

Close Date: 2024-12-01

Grant: Close

Action publique, gouvernance et recherche en éducation

Open Date: 2021-01-01

Close Date: 2021-06-30

Articles (13)

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2024

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2023

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2023

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2023

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2023

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2022

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2022

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2022

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2022

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2022

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2022

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2022

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2021

Collaborators (3)

Giuseppe Melfi

Senior Lecturer

University of Applied Sciences and Arts Northwestern Switzerland

SWITZERLAND

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Antonio Bova

Assistant Professor

Università Cattolica del Sacro Cuore

ITALY

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laura lucia parolin

Senior Lecturer

Mälardalen University

SWEDEN

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Francesco Arcidiacono

Research Interests

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Contact this professor

About

Recent Grants

Articles (13)

Editorial: Discourse, conversation and argumentation: theoretical perspectives and innovative empirical studies, volume III

Teachers’ interventions in science education at primary school. The role of semiotic resources during argumentative interactions in classroom

Identifying teachers’ general pedagogical knowledge: A video stimulated recall study

Editorial: Discourse, conversation and argumentation: Theoretical perspectives and innovative empirical studies, volume II

The integration of different approaches to study the interpersonal dynamics of argumentation

The role of private and institutional support to favor work-family integration in pre-service and in-service teachers: Self-related vs. context-related arguments

The role of private and institutional support to favor work-family integration in pre-service and in-service teachers: Self-related vs. context-related arguments

Editorial: Inclusive schools for a diverse world: Psychological and educational factors and practices harming or promoting inclusion at school

“But the vanilla is healthy!” Children's expression of arguments to justify their non-compliances in family conversation

Blatant and subtle prejudice, and the role of teachers in conveying tolerance and respect for the Other

Editorial: Qualitative Methods for Studying Groups

The role of private and institutional support to favor work-family integration in pre-service and in-service teachers: Self-related vs. context-related arguments

Editorial: Discourse, Conversation and Argumentation: Theoretical Perspectives and Innovative Empirical Studies-Volume I.

Collaborators (3)

Giuseppe Melfi

Antonio Bova

laura lucia parolin

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