Costruttivismo e rilfessività. La formazione alla pratica di insegnamento

[Autom. eng. transl.] This book uses an innovative approach to the training of teachers of all levels, taking into account both the experiences made in the last few years by the Postgraduate Schools and Secondary Education and the Degree Courses in Primary Education, and the critical issues encountered in the training in service. Since the current professional model has been radically transformed, no longer based on the linear transfer of content but centered on the critical, elaborative, collaborative and reflexive abilities of the subjects in the situation, it is necessary to move from an approach based only on technical-disciplinary skills to a more global one , attentive to the cognitive and relational processes of the teacher and the student simultaneously. Based on a correct analysis of needs, this model of training intervention is based on two paradigms, both close and complementary: constructivist epistemology (with its educational translations) and reflective practice. On the basis of the first, the teacher (as well as the learner) is an epistemic agent who builds his own world, made up of cultural objects that he himself learns, and with the act of teaching he promotes as many constructive processes in the student. But it is also a social and political actor, that is, it operates in a system of constraints and conditions that requires an approach that is not only mentalistic but situated and open to the unexpected. Then the second paradigm is needed, reflexivity, as suggested by DA Schön, as an epistemology of professional practice, that is, a framework of practical references to confront the situation and with one's own abilities (including constraints and limits). The operational proposal, illustrated in the second part of the volume, collects reflections and contributions from a heterogeneous group of experts and trainers who have recovered a foundational experience of the Italian tradition in this field, the Internship at school, revisited through the constructivism-reflexivity link and enriched from individual and collective learning moments with activities in presence and on line, which allow to activate new practical-theory links starting from subjective experiences. The main devices proposed are observation, the laboratory, autobiographical writing, the learning community, also through virtual environments.