Abstracts - Earli

collaboration, discourse and culminating activities. The six contrasts mentioned represent astarting point for exploration of differences between socio-cognitive pedagogies, an essentialprocess if the learning sciences are to progress.Knowledge building activity and social position in an on line university courseStefano Cacciamani, University of Valle D’Aosta, ItalyThe study shows that the production of ideas, based on writing activity and the appropriation ofideas, based on reading activity in an on line environment, seems to be stable during an on linecourse, without correlation. Also the social position seems to be stable during the communityactivity and a correlation between social position in production and appropriation ideas emerged.The author highlights that the process that allow the movement of participants from the edge to thecenter of the community interaction, as the legitimate peripheral participation principle foresee,need to be study in depth in on line interaction.Sharing a professional identity throught on line communicationValentina Grion, University of Padua, ItalyFrancesco Luchi, University of Padua, ItalyBianca Maria Varisco, University of Padua, ItalyGraziano Cecchinato, University of Padua, ItalyLearning to become an effective teacher is a long and complex process. Professional identity is afundamental dimension in this perspective. It is essential to inquire about how teacher identity isgradually constructed in teacher education programs. How does context promote this construction?This paper presents a research in this direction. The focus is on teacher professional identityconstruction through an on-line university laboratory. The main question research is whether thereis a stimulating context for pre-service and in-service students teachers for developing theirprofessional identity. In a constructivist-social-cultural perspective we have analysed own personal"good teacher" profile description, the dialogical process and the shared written case-works of 47students of Educational Science Faculty of Padua University. We find that the elaboration ofidentity is different in pre- and in-service teacher education. The students’ workers arecharacterized by a rooted professional identity that is unavailable to modify itself and hardlyembodied. Instead, through activities, pre-service students articulate a beginning professionalidentity that is correlated with flexible personal and social identities. We came to a conclusion thatthe proposed learning activities foster professional identity changes in pre-service student teachers,it don’t happen in in-service teachers. That is the point of start for our future research.Perception of the self on ftf and on-line learning contextsPaola F. Spadaro, University of Bari, ItalyM. Beatrice Ligorio, University of Bari, ItalyLearning and identity have a strict and interesting relationship. We learn what we perceived asuseful for the identity construction process and, at the same time, learning outcomes areconsidered as symbolic resource for the perception of who we are. In order to exploit thisrelationship, the identity definition given by the Dialogical Self theory is particularly useful: a setof I-Position changing over time and contexts. Thus a learning context composed by ftf and onlineoccasions to interact should foster many and different I-Positions. In this paper universitystudents attending a blended learning course were tested at the end of the course. Three learningcontexts were presented (ftf lessons, internet and the specific platform where the course was– 812 –