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Filippo Gomez Paloma

Università degli studi di Cassino e del Lazio Meridionale Italy

University of Cassino e Lazio Meridionale

Filippo Gomez Paloma is a Full Professor of Didactics and Special Pedagogy in the Department of Education, University of Cassino e Lazio Meridionale, Italy. He holds a master’s degree in psychology, two degrees in Motor and Sports Sciences (Italian and French), three specializations in special education, and a PhD in Pedagogy. He is a member of numerous international scientific societies and serves on the board of directors of the Italian Society of Educational Research. Dr. Paloma was previously the director of the Special Education School at the European University of Rome, Italy, and a senior expert pedagogical consultant for the National Institute for the Evaluation of the Education and Training System (INVALSI), Italy. Currently, he is a member of the National Commission for Scientific National Habilitation, on his way to becoming a Full and Associated Professor of Teaching, Special Education, and Educational Research in Italy. He is the Scientific Coordinator of the First National Conference on Embodied Education in Italy.

3books edited

5chapters authored

Latest work with IntechOpen by Filippo Gomez Paloma

The contributions in this volume provide a comprehensive picture of the challenges and opportunities facing teacher training today. There is a growing awareness of the importance of holistic, culturally sensitive, ethically oriented and pedagogically innovative approaches. The teaching figure emerges as a reflective agent, a promoter of equity, a facilitator of learning, and a professional in a state of constant evolution. Rather than offering a single model, this volume invites the comparison of experiences, the exploration of complexity, and the construction of training courses capable of responding to the needs of schools in the present and the future.

Teacher Training and Student Learning

Teacher Training and Student Learning

Edited by Filippo Gomez Paloma

Books edited

Lifelong Learning

Lifelong Learning

Edited by Filippo Gomez Paloma

Teacher Training and Practice

Teacher Training and Practice

Edited by Filippo Gomez Paloma

Chapters authored

Introductory Chapter: Teacher Education between Science and Consciousness

By Filippo Gomez Paloma

Part of the book: Teacher Training and Practice

Physical Education in the Academy – Learning Takes Body

By Chiara Gentilozzi, Antonio Cuccaro and Filippo Gomez Paloma

This contribution, starting from the scientific framework of the Embodiment phenomenon, wants to focus on the specific issue of university education aimed at students from an Embodied Cognition-based (EC-based) perspective. For several years now, European educational policies have required member states to create programmes to increase the educational level of the population and to give more importance to the training of key competences in order to guarantee continuous learning for all citizens. At the same time, the importance of promoting meaningful learning processes is emphasised, where the individual is able to actively construct the meaning of what is presented and to transfer their knowledge and skills. It is from these considerations that the research expressed in this paper takes shape, analysing the application and outcomes of the EC-based approach in the educational pathway of the students of the Physical Education course enrolled in the Primary Education degree course at the University of Macerata during the 2022/23 academic year.

Part of the book: Teacher Training and Practice

Introductory Chapter: Embracing Technological Solutions for Learning Enhancement

By Filippo Gomez Paloma

Part of the book: Lifelong Learning

Introductory Chapter: Teacher Training and Student Learning – Past Values, Present Uncertainties and Future Prospects

By Filippo Gomez Paloma

Part of the book: Teacher Training and Student Learning

Related collaborators

Francesca Granone

University of Stavanger , Norway

Elin Kirsti Lie Reikerås

University of Stavanger , Norway

Farida Huseynova

Kenneth Adu-Gyamfi

University of Cape Coast , Ghana

Isaiah Atewini Asaki

University of Cape Coast , Ghana

Benjamin Anim-Eduful

University of Cape Coast , Ghana

Enrico Pollarolo

University of Stavanger , Norway

Monika Kamola

University of Stavanger , Norway

Chiara Gentilozzi

University of Macerata , Italy

Antonio Cuccaro