La necesidad y la esperanza de un camino institucional para la formación inicial de profesores de secundaria en Italia The need and the hope of an institutional path for an initial secondary school teacher training in Italy

n this contribution we will try to outline the current Italian situation regarding initial training of secondary teachers, and we will also provide some research considerations. Specifically, we will talk about specialized teacher knowledge for mathematics teaching, referring to the construct of interpretative knowledge in the Mathematics Teacher's Specialized Knowledge model. We will deepen the specificities of the Italian context in mathematics education, starting from some historical coordinates, and pointing out some lights and shadows that have characterized it and that still characterize it. We will refer, in particular, to some past and present project experiences. These reflections will help us to better explain our main concern about the current Italian situation, in which there is no institutional initial training of secondary school teachers (grades 6-13).