Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Donatella Fantozzi
Publishing Year 2021 Issue 2021/1
Language Italian Pages 14 P. 164-177 File size 0 KB
DOI 10.3280/ess1-2021oa11861
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The need to think of a training path that allows the future teacher to experience his own theoretical learning through operational methods such as internships, laboratory activities, the support of expert colleagues during the first period of service, continuous training throughout the time frame of the profession, clearly emerges from both scientific research and OECD international monitoring on the status of the school and on the skills of teachers; the rest also emerges from the answers from the aspiring teachers who express, in the responses to the survey presented, the need to acquire specific skills regarding inclusive teaching, collegiality and interdisciplinarity, devices considered indispensable in order to be able to and know how to decline teaching in learning. The contribution presents the results of an exploratory survey carried out among students enrolled at the University of Pisa, in the academic year. 2018/2019 and 2019/2020, to the Training Path for the acquisition of the 24 University Training Credits necessary to access the teaching, a survey aimed at measuring the satisfaction and wishes of the participants.
Keywords: Secondary school; Teacher training; skills; theory and practice.
Donatella Fantozzi, Insegnare e apprendere nella scuola secondaria: paradigmi teorici e declinazioni operative per una scuola inclusiva in "EDUCATION SCIENCES AND SOCIETY" 1/2021, pp 164-177, DOI: 10.3280/ess1-2021oa11861