Formare i futuri insegnanti alla ricerca empirica. Dalla teoria alla pratica

Research is widely recognised as a key dimension of teaching; several studies have highlighted its strategic value both at the pragmatic level by strengthening quality of work processes, and at the level of identity by giving structure to teachers’ identity and their professional development. Within this framework, this paper deals with empirical research training by analysing a course in the Primary Education Sciences Degree. During their training, it is important to make future teachers understand the connection between research and educational practice; this increases the chances of an investigative, reflective and methodological attitude being developed. In terms of the specific training provided in relation to empirical research, we need to find a balance between technical aspects and general ones. Only stressing the technical dimension has a negative impact on teachers who don’t understand the value of research for their whole professional practice; this emphasis also seems incorrect at the epistemological level because it betrays the nature of experimental pedagogy itself.