The Super Smart Society, in a literal translation of Society 5.0, uses IoT, Augmented Reality, Artificial Intelligence and Robotics, for the development and inclusion of individuals in situations of social vulnerability, in Brazil. The objective is to present the reflections on the teaching-learning process, from the digital information and communication technologies in education (TDICE) combined with the socio-emotional skills for teacher training for an evaluation of meaningful learning and the reflective curriculum that take into account the integral formation of the student in Brazilian schools, through a Teaching Methodology, namely the Fedathi Sequence. This is a qualitative research of exploratory procedures. To this end, bibliographic studies are carried out on documents, articles in qualified journals, theses and dissertations on the Capes platform. The main field of study is in the public school with students and teachers from the elementary school. The results indicate that teachers and students in situations of social vulnerability need to democratize access to TDICE and this involves changes in assessment and curriculum. The relevant themes are considered, and, thus, it is intended to expand the study, for which it is supported by the research support by the Ceará Foundation for Research Support (Funcap), which articulates improvements for education that reverberate in the teaching-learning process.

In teaching and learning processes, error has long been considered negative, hindering its transformation towards more positive and constructivist horizons. Recent studies, however, emphasise its educational value, seeing it as a crucial step in the learning process and in the professional development of teachers.

Indeed, the ability to manage and transform errors is a key competence for teachers' professional development, as highlighted in international education policies promoting equitable assessment and inclusive learning.

The research explores the effectiveness of the "mediation model" in managing error into learning opportunities for teachers in initial and in-service training. The model analyses error by considering content meaningfulness, learner competence and didactic intentionality, offering a multi-level approach that connects learning content with organisational strategies.

Conducted at the University of Bergamo during the 2022-23, the study involved 21 students and 7 internship tutors from the Primary Education Sciences course. The training was structured into three phases: stimulus, case analysis and feedback of the interventions. The research focused on the mediation model’s effectiveness in developing systemic knowledge and a multi-level approach to error. Data were collected through reports and analysed using MAXQDA software.

The results show the mediation model effectively helps teachers analyse errors and manage interventions at multiple levels, promoting an understanding of personal (students' preconceptions) and environmental (formulation of assessment evidence) factors.

This approach reflects the international community's increasing focus on fair and inclusive assessment. Although further research with larger samples is needed to confirm these findings, the study highlights the importance of fostering positive and professionally prepared teacher attitudes towards students' experiences of error in the context of 'for learning' teaching and assessment. The research fits into the "Curriculum Design for Equitable Teaching" strand as it highlights how a constructive approach to error can improve teaching practice and promote greater equity in teaching and assessment.

Research Aim:

This study aims to enhance assessment literacy in the initial training of future teachers. It investigates how formative assessment strategies, such as feedback and peer assessment, can aid pre-service teachers in developing crucial skills like reflective learning and critical judgment. Additionally, the study seeks to adapt and validate an international tool (Lipnevich et al., 2021) for the Italian context to assess feedback receptivity and its impact on learning goals, supporting the development of assessment competence (Andrade, Heritage, 2018; Vinci, 2021; Perla, 2019).

Theoretical Framework:

Grounded in formative assessment, the research emphasizes feedback as a key tool for improving learning (Hattie, Timperley, 2007). Assessment competence is defined as the combination of knowledge, skills, and attitudes needed to design and implement effective assessment strategies (Popham, 2004; Volante, Fazio, 2007). The study also incorporates participatory assessment models (Grion, Serbati, 2021) and the IMPROVe model (Serbati, Grion, 2019), which support complex cognitive skills through structured peer review.

Methods:
The study involves pre-service teachers from the Primary Education degree program at the University of Foggia, engaging them in peer review activities using co-constructed rubrics and exemplars. Although the survey adapted from Lipnevich et al. (2021) is still under development, the research will detail the adaptation process for the Italian context, consistent with prior participatory assessment experiments at Italian universities.

Findings:
The focus will be on the tool's adaptation process and its potential to explore the relationship between feedback receptivity and achievement goals. The study will also investigate how peer review and feedback experiences can help pre-service teachers transition to more formative assessment practices.

Relevance:
This research aligns with the conference theme "Equity and Inclusion in Teacher Education" by highlighting the role of feedback in developing assessment literacy and reflective practices essential for effective and inclusive teaching (Brevik et al., 2017; Agrati, Vinci, 2022).

Teachers play a crucial role in students’ learning and school improvement. Hence, this paper investigates the selection assessments used for teacher selection. The selection assessments and process aim to predict future performance and ensure high teaching quality in schools. This study examined the teacher selection process in centralized education systems. Greece was identified as a case study, since it is a highly centralised system. This study had two key research questions:

a) What criteria and methods assessing teaching quality have been used in Greece for the selection of elementary school teachers?

b) How valid are these assessments for teacher selection?

Analysis of policy documents and legislation in Greece was conducted to identify the criteria and methods that have been used for hiring decisions since 2000. This stydy focused only on state-funded schools because the study was interested in the centralised hiring processes. Furthermore, approximately 95% of schools in the country are state-funded.

This paper will present the different methods and criteria identified. The usual selection criteria identified in policy documents were the subject and pedagogical knowledge, the academic qualifications and the previous teaching experience. A standardised assessments and a hiring process based solely on years of teaching experience were used, whilst now there is a ranking system.

Following the presentation of the results of the qualitative content analysis, an interdisciplinary discussion will explore the validity of these assessments for predicting teaching quality. Evidence both from education research and human resources literature were used to evaluate each of the assessments and selection criteria.

This study recommends that these assessments should focus solely on the important purpose of selection. A combination of different assessment methods and criteria is recommended. Finally, more research is needed to investigate the teacher selection methods and predict future teaching quality.