@article{Zollo_Di Gennaro_Girelli_Sibilio_2019, title={Teachers’ education and "non linearity": simplex perspectives}, volume={9}, url={https://journals.francoangeli.it/index.php/ess/article/view/7100}, abstractNote={<p>Starting from 2011, year of the publication in Italy of Alain Berthoz’s book on simplexity, an articulated theoretical reflection involved part of the Italian scientific community stimulating an inter-transdisciplinary debate that has generated "non-linear" trajectories of research within the educational field. In particular, the transposition of the theory of simplexity in the teaching-learning process, by postulating an idea of teaching based on a metacognitive approach, has led to the hypothesis of a teacher training model able to promote the exercise of "non-linearity" within the didactic field through the use of simplex properties and principles. In the wake of these reflections, the work presented below describes the results of a study aimed at assessing the reliability of an instrument for measuring the construct of simplexity within the didactic field starting from a specific research experience carried out during training courses for support teachers which were held at the University of Bergamo in 2017.</p>}, number={2}, journal={Education Sciences & Society - Open Access}, author={Zollo, Iolanda and Di Gennaro, Diana Carmela and Girelli, Laura and Sibilio, Maurizio}, year={2019}, month={Jan.} }