the future of our school and the cultural, economic and democratic development of our country depend on the law of initial and ongoing teacher training.


On June 15, Legislative Decree no. 2598 of conversion of the decree law of April 30, 2022 n. 36, which contains more urgent measures for the implementation of the National Recovery and Resilience Plan (PNRR), will arrive in the classroom.

With this document, the professional associations AIMC – CIDI – MCE – PROTEO intend to draw the attention of the Parliament on the qualifying points of a law of initial and continuous training of the teachers on whom the future of our school and the cultural, economic and democratic development. of our country.


THE IDEA OF PROFESSIONALISM, which must be based on a proposal for initial and continuing teacher training, must respond to the fundamental idea of ​​the education system: to create an inclusive school in all levels. This requires competent professionals in disciplinary and professional knowledge in the psychopedagogical, didactic, organizational and management fields; conscious professionalism, able to work in a collaborative dynamic and to assume institutional, collective and civil responsibilities.

The CURRICULUM for the title of teacher must, therefore:

  • provide for a prerequisite principle in the curriculum for teaching with the acquisition of 60 credits of university and academic training only from the possession of the three-year degree and for single-cycle teaching for those who have already exceeded at least 180 CFU / CFA. The acquisition of transversal knowledge, fundamental for teaching in secondary and high schools, to be effective must represent the enrichment of a disciplinary training already partially developed. Early entry is incompatible with the aim of guaranteeing the quality of the training itinerary;
  • be structured in a coherent manner and provide for dedicated and explicit courses in the statement of arguments, in order to allow for continuous assessment;
  • provide for the activation of specific training competencies in universities, which must possess and disclose the prerequisites to be able to release the 60 ECTS required by law, to avoid the online ECTS market scandal.

For scientific degrees, in the case of the option of teaching after the master’s degree, a single course of 60 credits to be taken at the university must be provided, which includes laboratory activities and direct and indirect internships.

The social dimension of learning must be guaranteed for all teaching qualifications to allow each student to experience and experience the knowledge and practices of the profession in the laboratory activities of university classrooms: the centrality of the subject, the value of the group and the cooperative. work.

To this end, among the prerequisites declared by the Universities to be able to issue CFU, it is necessary to provide for the adoption in university classrooms of a socio-constructive didactic approach that activates curiosity, stimulates questioning and critical reflection, to develop a habit in the future problematizing and reflective teacher.

PRACTICES must be able to allow the coevolution of practices and theory for the reconstruction of experience, a basic element also for the development in the future teacher of a habit of continuous training.
Internships must be carried out in person, co-managed by the university and the school, in close collaboration with tutors and school leaders who must be adequately trained and remunerated.
To represent a real personal and transformative learning experience, although properly guided by teaching, internships must be carried out in a dedicated time, after the master’s degree, ie when the candidate has the required qualification to access the contest.


Teachers need continuous training that, in continuity with the initial training, takes place as an integration between theory and practice, observation, experience and reflection on experience. A training that is nourished by field research.
Schools must be the privileged place for the development of teaching professionalism.
The quality of the centers is only possible through a strong collaboration between universities, the richness of the professionalism of the professional colleges, the schools.
The new body of the Higher School of Education, in addition to the function of general direction of the formative actions to favor to the territories, has to represent the dome of the territorial functional structures, that operate the validation, coordination and diffusion of the better training. internships developed by schools, preferably in network with universities, institutions and professional associations of the center.

The aim must be to make the High School the culmination of training experiences consistent with the established guidelines, but recognizing each school as a center for research and experimentation, responsible for the training of its staff. The training cycles designed by the Teaching Staff must be evaluated by the School and its structures in reference to the processes of improving school teaching / learning and the implementation of the PTOF.

Effective collaboration between universities and schools must also be encouraged in the continuing education of in-service teachers, especially with the new university teaching centers and the planned School of Higher Education.

In addition, within the framework of specific contractual regulations, a series of training hours should be provided, as an intrinsic responsibility for the professionalism of teachers, for all school grades in the itineraries chosen by the Teaching Staff in depending on the needs identified, enhanced with more qualified salary and work organization conditions.

June 13, 2022

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