New teacher training, a reform only halfway-

from Marco Ricucci *

Although there has been a teaching qualification for years, a middle ground has been set for secondary and high school teachers where courses are paid for by universities and internships are paid for by schools: will they be able to talk to? another?

On Tuesday, June 28, the House voted in favor of Decree Law 36 that revolutionizes the procedures for training and hiring future faculty, after the Senate passed a maxi-amendment. Among the many innovations, with this law is the establishment of a structural and orderly path, after almost ten years of experience of SISSbiennial of TFA of the never left FITfrom 24 CFU (university training credits) in anthropo-psycho-pedagogical disciplines, in the desire to remedy the volatility of professional itineraries, which have obvious negative repercussions on the quality of the service offered to students at the school. And let’s leave aside the latest cross-stitch competitions, on which dozens of complaints have rained. On the contrary, there is a path, stable for years, for teachers studying Primary Education Sciences. In view of the Reformation, to take stock, in October 2021 a conference was held at the University of Bergamo: Enabling degrees for (almost) everyone. Why exclude only “professionals” from school teaching?. If it were to be reiterated, the initial training of teachers is fundamental not only for the challenges that the current world poses in the education and upbringing of the new generations, but also for the future scenario that Italy must expect soon. : the current experimentation of four-year institutes that will soon become a reality by placing their duration similar to that of institutes in other European countries; the demographic decline that will affect the logistical structure of the school population over the next ten years; the orientation of the modularization of teaching and the consequent organization of the learning process, etc.

Given these premises, if it remains to clarify the definition of the organization, the contents and, in general, the theoretical-pedagogical model of reference that will characterize the new articulated path, it can be said, without a doubt, that it is found in what has been called the middle ground in the two polar oscillations: on the one hand the universityization that theory represents; on the other hand, school autarky, which constitutes practice. The initial training course for the aspiring teacher must be a moment of possible synthesis to highlight the needs of teaching as professional knowledge. On this topical issue, the Minister of University and Research, Maria Cristina Messa, has expressed his opinion in presenting the resources of the Pnrr assigned to his department: Universities are prepared because they have already trained professors in the past, but they are disconnected. between them. We will help you make more system. We will try to build real centers that talk to each other to give a content to these 60 credits as homogeneous as possible and usable by different figures, who have different experiences. But between saying and doing is the sea.

Wanting to deepen, beyond ministerial propaganda and in addition to good intentions, in the scientific literature, the conciliation between the general and disciplinary dimension of teaching competence remains problematic, due to the institutional structure assumed by the didactic fields of study. general and disciplinary. our country. As is well known, in Italy, the institutional structure, which has allowed the professionalization of didactic research, has seen the growth of general didactic research in the academic structures dedicated to the sciences of education, which is therefore more often it nurtures a pedagogical culture alien to specifically didactic-disciplinary considerations. At the same time, didactic-disciplinary research was developed, where this happened, mostly to the academic structures, or to the Departments, dedicated to the corresponding disciplines, therefore independently of a more general educational and formative implication. This has not fostered collaboration between reference scientific communities, nor the emergence of those links that allow researchers to work on the same problems. Should we believe that the Italian University is really ready to train professors? The real challenge, in fact, hope, lies in the middle ground, as the title of an essay by C. Laneve and F. Pascolini says: In the medium term. An investigation of internship supervisors (The school. Brescia 2014). Internship supervisors, in the new law, called tutors, are experienced teachers in service with certain skills, who, free from classroom teaching, will accompany aspiring teachers, as if they were in the workshop.. Let’s see if this will be the right time.

* Professor of Italian and Latin at the Leonardo Scientific Institute in Milan

June 29, 2022 (change June 29, 2022 | 11:22)

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