This article presents two teacher professional development research programmes coordinated by the CRESPI research centre, involving primary school teachers in Tuscany and Emilia-Romagna, and focusing on planning and assessment for skills and outdoor education and teaching. The objective is to evaluate the impact of two three-year projects a year after their conclusion, in terms of processes, products and professional awareness. The results highlight the willingness of teachers to experiment with innovative practices when these are accompanied by participatory and welldefined research and professional development opportunities, based on the development of effective tools.
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