La formazione degli insegnanti tra progetto di sviluppo individuale e bisogni collettivi: il caso del dottorato di ricerca

Abstract The paper reflects on doctoral training as opportunity for teacher education. If, on the one hand, the acquisition of specific expertise constitutes an undoubted value, on the other the effective use of these competences in various professional contexts is less obvious. The debate on employability originates from these stresses and affects all doctorates but assumes special connotations for teachers. So in the English-speaking context are widespread paths characterized by an essential link with the professional practice (Education Doctorate-EdD) next to traditional ones (PhD) while in Italy the “industrial doctorates” aren’t diffused in Human Sciences and Social sector (SH). There is therefore a risk that PhD is configured as a parenthesis in the history of professional teachers and have little fallout on the school. To generate added value seems necessary a joint effort between individual teacher, school and university. As for the university, on which we focus, we need a clear training design, aimed to consider the complexity of the teaching profession. The current reflection on transferable skills is thus strategic because it paves the way for the effective usability of the acquired knowledge and skills.