Build a path that allows the future teacher to experience their own learning by being able to rely on the monitoring of a tutor expert is needed; this triggers the cognitive process that Bruner defines as 'productive surprise': the possibility of putting oneself to the test, of experimenting on oneself, gives rise to complex events which, woven together, create the background for subsequent reflections. This process allows the teacher in pectore to appropriate what has been learned by becoming the owner, managing the experiments and learning with increasing dexterity and autonomy, giving rise to a new stage which, in a spiral matrix, regenerates again the two phases of thinking acted and the thought of acting, of verifying whether what was thought coincides with the acted, if what was declared coincides with the perceived. Being able to 'see' oneself as in a sort of image reflected in the pedagogical action- didactics grants the advantage of the adjustment in progress, of the adaptation of one's mental strategies to professional actions in constant feedback between practice and theory. In the laboratory activity, what is done becomes secondary to the how: the disciplinary-didactic contents are transformed into tools and means for the pursuit of the goal that becomes the subject of the dialectical process under construction. Compared to specialized teachers for support, this can become an excellent viaticum both for the construction of skills and for the collaborative and professional sharing, and therefore interdisciplinary, between them and the other teachers.
Costruire un percorso che permetta al futuro insegnante di sperimentare il proprio apprendimento potendo fare affidamento sul monitoraggio di un tutor esperto è necessario; ciò scatena il processo cognitivo che Bruner definisce ‘sorpresa produttiva’: la possibilità di mettersi in prova, di sperimentare su se stesso, dà luogo ad eventi complessi che, tessuti insieme, creano lo sfondo per le successive riflessioni. Tale processo permette al docente in pectore di appropriarsi di quanto appreso diventandone il proprietario, gestendo le sperimentazioni e gli apprendimenti con crescente destrezza e autonomia, dando origine ad un nuovo stadio che, in una matrice a spirale, rigenera nuovamente le due fasi del pensare l’agito e dell’agire il pensato, della verifica se quanto pensato coincide con l’agito, se quanto dichiarato coincide con il percepito. Potersi ‘vedere’ come in una sorta di immagine riflessa nell’azione pedagogico- didattica concede il vantaggio dell’aggiustamento in corso d’opera, dell’adeguamento delle proprie strategie mentali alle azioni professionali in un costante feedback tra prassi e teoria. Nell’attività laboratoriale ciò che viene svolto diviene secondario al come: i contenuti disciplinari-didattici si trasformano in strumenti e mezzi per il perseguimento dell’obiettivo che diviene soggetto del processo dialettico in costruzione. Rispetto agli insegnanti specializzati per il sostegno ciò può diventare un eccellente viatico sia per la costruzione delle competenze, sia per la condivisione collaborativa e professionale, e quindi interdisciplinare, tra loro e gli altri docenti.
Il docente specializzato per il sostegno nella scuola secondaria: il tutoraggio laboratoriale come mediatore tra teoria disciplinare e pratica didattica
Fantozzi Donatella
2022-01-01
Abstract
Build a path that allows the future teacher to experience their own learning by being able to rely on the monitoring of a tutor expert is needed; this triggers the cognitive process that Bruner defines as 'productive surprise': the possibility of putting oneself to the test, of experimenting on oneself, gives rise to complex events which, woven together, create the background for subsequent reflections. This process allows the teacher in pectore to appropriate what has been learned by becoming the owner, managing the experiments and learning with increasing dexterity and autonomy, giving rise to a new stage which, in a spiral matrix, regenerates again the two phases of thinking acted and the thought of acting, of verifying whether what was thought coincides with the acted, if what was declared coincides with the perceived. Being able to 'see' oneself as in a sort of image reflected in the pedagogical action- didactics grants the advantage of the adjustment in progress, of the adaptation of one's mental strategies to professional actions in constant feedback between practice and theory. In the laboratory activity, what is done becomes secondary to the how: the disciplinary-didactic contents are transformed into tools and means for the pursuit of the goal that becomes the subject of the dialectical process under construction. Compared to specialized teachers for support, this can become an excellent viaticum both for the construction of skills and for the collaborative and professional sharing, and therefore interdisciplinary, between them and the other teachers.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
