The need to think of a training path that allows the future teacher to experience his own theoretical learning through operational methods such as internships, laboratory activities, the support of expert colleagues during the first period of service, continuous training throughout the time frame of the profession, clearly emerges from both scientific research and OECD international monitoring on the status of the school and on the skills of teachers; the rest also emerges from the answers from the aspiring teachers who express, in the responses to the survey presented, the need to acquire specific skills regarding inclusiveteaching, collegiality and interdisciplinarity, devices considered indispensable in order to be able to and know how to decline teaching in learning. The contribution presents the results of an exploratory survey carried out among students enrolled at the University of Pisa, in the academic year. 2018/2019 and 2019/2020, to the Training Path for the acquisition of the 24 University Training Credits necessary to access the teaching, a survey aimed at measuring the satisfaction and wishes of the participants.
La necessità di pensare ad un percorso formativo che permetta al futuro insegnante di sperimentare il proprio apprendimento teorico attraverso modalità operative quali il tirocinio, le attività laboratoriali, l’affiancamento di colleghi esperti durante il primo periodo di servizio, la formazione continua per tutto l’arco temporale dello svolgimento della professione, emerge a chiare note sia dalla ricerca scientifica che dai monitoraggi internazionali OCSE sullo status della scuola e sulle competenze dei docenti; emerge del resto anche dalle risposte dagli aspiranti insegnanti che esprimono, nelle risposte all’indagine presentata, l’esigenza di acquisire competenze specifiche circa la didattica inclusiva, la collegialità e l’interdisciplinarità, dispositivi ritenuti irrinunciabili per poter e saper declinare l’insegnamento in apprendimento. Il contributo presenta i risultati di un’indagine esplorativa svolta tra gli iscritti presso l’Università di Pisa, negli aa.aa. 2018/2019 e 2019/2020, al Percorso Formativo per l’acquisizione dei 24 Crediti Formativi Universitari necessari per accedere all’insegnamento, indagine volta a misurare la soddisfazione e i desiderata dei partecipanti.
Insegnare e apprendere nella scuola secondaria: paradigmi teorici e declinazioni operative per una scuola inclusiva
Donatella Fantozzi
2021-01-01
Abstract
The need to think of a training path that allows the future teacher to experience his own theoretical learning through operational methods such as internships, laboratory activities, the support of expert colleagues during the first period of service, continuous training throughout the time frame of the profession, clearly emerges from both scientific research and OECD international monitoring on the status of the school and on the skills of teachers; the rest also emerges from the answers from the aspiring teachers who express, in the responses to the survey presented, the need to acquire specific skills regarding inclusiveteaching, collegiality and interdisciplinarity, devices considered indispensable in order to be able to and know how to decline teaching in learning. The contribution presents the results of an exploratory survey carried out among students enrolled at the University of Pisa, in the academic year. 2018/2019 and 2019/2020, to the Training Path for the acquisition of the 24 University Training Credits necessary to access the teaching, a survey aimed at measuring the satisfaction and wishes of the participants.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
