Situated teaching methodologies constitute an innovative perspective of the teaching practice, especially if applied in the extended educational context of the school and the extra-school, as in the case of the School-Work Alternation. Conceived within the Italian law 107 of 07/13/2015, it has initiated new ways of collaboration between the school and the pro-fessional world with a networking involvement which re-situates both disciplinary and transversal learning, in a perspective of authentic acqui-sition on the field. Starting from these premises, the present exploratory survey was based on the analysis of the semi-structured interviews administered to 63 School-Work Alternation referent teachers of the provinces of Agrigento, Caltanissetta, Palermo and Trapani. The interviews, recorded and tran-scribed, were analyzed through the ATLAS.TI coding software.
Keywords: Situated Learning, Work-based Learning, School-Work Alter-nation, teachers’ professional skills, competences, territory