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dc.contributor.authorCunti, Antonia
dc.date.accessioned2022-06-02T04:32:45Z
dc.date.available2022-06-02T04:32:45Z
dc.date.issued2018
dc.date.submitted2022-06-01T12:09:04Z
dc.identifierONIX_20220601_9788864536729_112
dc.identifier2704-5781
dc.identifierhttps://library.oapen.org/handle/20.500.12657/55929
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/83513
dc.description.abstractThe purpose of this paper is to discuss and reflect on the Neapolitan section of the PRIN project from a critical perspective. The research underlines the relevance of combining the dimensions of meaning, continuity, and change, giving individuals the chance to try out promising educational itineraries where guidance is understood as a pedagogical tool of higher education contexts
dc.languageEnglish
dc.relation.ispartofseriesStudies on Adult Learning and Education
dc.rightsopen access
dc.subject.otherhigher education
dc.subject.otherpersonal and professional identity
dc.subject.otherself-realization
dc.subject.otherguidance
dc.subject.othercounseling
dc.titleChapter Guidance Specificity in Educational Research. Criticisms and Area of Intervention in Higher Education
dc.typechapter
oapen.identifier.doi10.36253/978-88-6453-672-9.17
oapen.relation.isPublishedBy2ec4474d-93b1-4cfa-b313-9c6019b51b1a
oapen.relation.isbn9788864536729
oapen.pages11
oapen.place.publicationFlorence
dc.seriesnumber8


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