Abstract-The interplay teacher regulation and student self-regulation of learning is an important topic in contemporary theories of teaching and learning. The pervasiveness of the boredom experienced by many students, along with its deleterious effects, clearly implies that educators, and teachers responsible for the design of academic settings should pay more attention to this emotion. With regard to the prevention or reduction of boredom, the present findings suggest that specific measures could focus on increasing the perceived values of activities in achievement settings. This study used mixed methodologies, including a student perception inventory and observations, to investigate whether teachers differ in their regulation mode during flipped lesson. This paper is an attempt to examine the impact of flipped classroom model on student's learning with particular focus on teacher's reflections on their learning process. The contribution of this research is that it qualifies the instructional practices to shift from content acquisition act to knowledge expression and creation act. In addition, the paper would give a contribution to people looking for pedagogical applications of virtual and blended learning environments for developing multiple ways to express what learners know and be able to do.Index Terms-Boredom, flipped, observations of teacher practices, self-regulation. I. INTRODUCTIONSeveral motivation theories may be relevant to a discussion of boredom in learning environments: these include attribution theory, self-regulated learning, and goals theory.Researches on self-regulated learning show that self-regulation is an important factor in student learning.Recent studies have gone beyond the effect of boredom on achievement. These studies indicate that boredom is relate to: students' stress, impulsivity, procrastination, and it has significant consequences leading to truancy and school dropout (etc.).Since schools were first established, educators from the inside and reformers from the outside, have tried to change schools for the better. Question are frequently asked why Manuscript received October 12, 2015; revised December 23, 2015. This work was supported in part by the Research Project of National Interest (PRIN, 2010(PRIN, /2011) -Success training, inclusion and social cohesion: innovative strategies, ICT and valuation models‖ (Scientific Coordinator of the National Research Programme is Professor Gaetano Domenici). Starting from the standard measurement of learning, achieved through an external evaluation integrated with the internal evaluation prepared by the teachers, the Research Unit of Palermo, coordinated by Professor Giuseppe Zanniello, aims at both improving individual performance of pupils and teachers' professional skills.The authors are with the Educational Department, University of Palermo, 90100Italy (e-mail: alessandra.lamarca@unipa.it, leonarda.longo@unipa.it).some students are successful in some schools while in others they are not. Why do some students do not complete schooling?...

Currently, the ‘time’ variable has taken on the function of instructional and pedagogical innovation catalyst, after representing-over the years-a symbol of democratisation, learning opportunity and instruction quality, able to incorporate themes such as school dropout, personalisation and vocation into learning. Spaced Learning is a teaching methodology useful to quickly seize information in long-term memory based on a particular arrangement of the lesson time that comprises three input sessions and two intervals. Herein we refer to a teachers’ training initiative on Spaced Learning within the programme ‘DocentiInFormAzione’ in the EDOC@WORK3.0 Project in Apulia region in 2015. The training experience aimed at increasing teachers’ competencies in the Spaced Learning method implemented in a context of collaborative reflection and reciprocal enrichment. The intent of the article is to show how a process of rooting of the same culture of innovation, which opens to the discovery (or rediscovery) of effective teaching practices sustained by scientific evidences, can be successfully implemented and to understand how or whether this innovation- based on the particular organisation of instructional time-links learning awareness to learning outcomes.

The aim of this contribution is to present the research activities performed during the academic year 2021/2022, at the University of Palermo, related to the implementation of Service Learning (SL) activities for promoting communication skills and active citizenship in future teachers. In particular, the contribution presents the main results obtained by using the Soft Skills Inventory (SSI) parameters (La Marca & Longo, 2018) for the evaluation of the communication skills necessary for future teachers as they favor the mutual understanding in educational relationship. The results obtained from the quantitative analysis of the data and materials collected highlight the positive impact of service-learning activities on the communication skills of future teachers.   Il Service Learning per promuovere soft skills comunicative e di cittadinanza nei futuri insegnanti. Il contributo si propone di presentare il lavoro di ricerca, svolto nel corso dell’anno accademico 2021/2022, presso l’Università degli Studi di Palermo, sull’implementazione di attività di Service Learning (SL) per la promozione di competenze comunicative e di cittadinanza attiva nei futuri insegnanti. In particolare, si riportano i principali risultati ottenuti utilizzando le scale del Soft Skills Inventory (SSI) (La Marca & Longo, 2018) per la valutazione dell’area delle competenze comunicative, indispensabili per i futuri insegnanti in quanto favoriscono, all’interno di una relazione educativa, la reciproca comprensione dei contenuti che si intendono trasmettere. I risultati emersi dall'analisi quantitativa dei dati e del materiale raccolto consentono di evidenziare la ricaduta positiva delle attività di service learning sulle competenze comunicative dei futuri insegnanti.

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