Teacher training and evaluation of merits

Minister Bianchi on teacher training

Sooner or later all those who, politicians or technicians, get there Viale Trastevere in Rome to occupy the warm armchair of Minister of Education they take the trouble to put their hands together and try to solve once and for all, most unsuccessfully, the issue of teacher training and the related problem of merit-based assessment of this strange bureaucratic body of the state.

Without necessarily having to go back to the times they were Giovanni Gentilefascist minister and philosopher who inaugurated a school reform about a century ago that is still standing, if not for the purely organizational aspects of the school, we could refer, at least, to the implementation by the Government of Matteo Renzi with the minister Stefania Gianninifrom Law 107/2015the so-called “Good school “because that’s when we first started talking about “compulsory training“For teachers and”merit assessment“.

Let’s say right away that from 2015 to the present, those who have been trained have been trained, without this immediately generating a recognition of merits by the educational institution, while those who have not. they have done so have continued to occupy their jobs and have maintained their jobs. on. Let’s also say that that nest egg, a kind of surplus intended for the improvement of merits, substantially managed by the Principal, a circumstance which had led him to think of a sheriff’s management of the school, after having served to fill the pockets of his trusted collaborators on whom, his kindness , the whole organizational machine of the school weighs, was suppressed in 2020 in the midst of the pandemic, when we were concerned about other issues.

Now the minister could not miss it Patrizio Bianchiespecially for its economical and efficient approach, to return to the question of teacher trainingupdate and, consequently, of the merit-based assessment with a reform by decree, n. 36 of April 30, 2022 “More urgent measures for the implementation of the National Recovery and Resilience Plan (PNRR)”, Which has already led to the strike on May 30, called by the main unions, including the Confederates, which had so far fallen asleep, with an affiliation of 18% of the school staff.

One of the most thorny aspects of the question is what Chapter VIII contains. “Instruction“, Art. 44,”Initial and continuous training of secondary school teachers“Of the Decree, which introduces some amendments to the Legislative Decree of April 13, 2017, No. 59 and, in particular, adds Article 16-ter, relating, in fact, to the training and evaluation of the faculty.

We had already expressed doubts about the intrusiveness of the private sector in the public sphere and, moreover, with its character and formative purpose, an intrusiveness that the Decree, in fact, continues to legitimize. However, to avoid doubt, we would like to reiterate that one of the crucial issues on which the development of all professionalism is at stake, including that of teachers, is precisely that of to training and updatingeven and especially if the possibility of an indefinite professional progression is already at stake reward mechanism, a schematic merit assessment system, able, however, to introduce a discriminant, which can also be used ideologically, between the good teacher and the teacher Not goodnot to mention bad.

Now, the question is whether with the Law 107/2015 Continuing education of tenured teachers is compulsory, permanent and structural“, But”The training activities are defined by the individual educational institutions in accordance with the three-year plan of the training offer and with the results that emerge from the improvement plans of the educational centers.», The ideological architecture envisaged by White Minister it surreptitiously introduces an “other” and “external” structure into the single school, a structure that does not take into account the autonomy of each school.

And so it was born with the Decree n.36 the School of Higher Education of the National Public Education System, subject to “the supervision of the Ministry of Education”, which indicates to the Head of Government the President to be appointed. Tal School collaborates with two other bodies, INVALSI and INDRE, which in our opinion were already more than enough with their platforms, such as the test of access to roles, in the organization of courses for teachers, on the which the teaching staff will have to articulate later. verification pathways to be evaluated.

It is clear, at least to us, that the neoliberal architecture, lowered from above, to which this government is leading the school, based on the indoctrination of its teachers, borders on what the sociologist Luis Althusser defined State ideological apparatusthat is, an institutional structure through which an ideology is transmitted, which is the neoliberal of efficient obsessive deception, and over which the state, through entities whose appointments always remain obscure, it bears the burden of evaluation, of discernment, of placing on this side or on the other side of the dividing line between the good and the bad dependent.

What we regret most is that this is happening, as he warned Althusser in 1970, in the utter contempt of those trapped within this ideological system of state that is being realized through the school: “And how many (most) are not even in doubt about the “work” that the system forces them to do, or worse, those who put all of them, their ingenuity to do so with full awareness (the famous new methods)! They are so far from doubting that they contribute, with their own self-sacrifice, to perpetuate and nurture this ideological representation of the school, which today makes the school “natural” and indispensable, and even beneficial to our contemporaries.“[1].

[1] L. Althusser, State ideology and ideological apparatuses, in M. Barbagli, School, power and ideology, the Mill, Bologna 1972, pp. 35.

De Miquel Lucivero I Andrea Petracca.


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