In the past decade, institutional attention to the effectiveness and efficiency of the university system has initiated a discourse on the significance of pedagogical and didactic competencies in the profile of university professors, in addition to those in the realm of research. Simultaneously, there has been a growing focus on continuous professional development through a research-based approach for secondary school teachers, as outlined in collective labor agreements, albeit rarely implemented. In this evolving cultural landscape, TLC could potentially serve as a pivotal link in elevating teacher training by fostering a virtuous dialogue between the university and secondary school domains. A reflection on the importance of fostering dialogue between the academic world and secondary school education within the framework of continuing education will be presented, starting from current regulations, in order to propose a systemic and integrated organizational model.

L’attenzione posta a livello istituzionale negli ultimi dieci anni sull’efficacia e l’efficienza del sistema universitario ha avviato la riflessione sull’importanza delle competenze pedagogico- didattiche nel profilo dei docenti universitari, oltre a quelle nell’ambito della ricerca. Al tempo stesso, per i docenti della Scuola secondaria si rileva una progressiva attenzione verso una prospettiva di aggiornamento continuo sostenuto da un approccio di ricerca, come previsto nel CCNL, anche se raramente attuato. In questa evoluzione culturale i TLC potrebbero diventare uno snodo fondamentale per valorizzare la formazione del profilo docente attraverso un dialogo virtuoso tra mondo dell’università e della scuola. Si presenterà una riflessione sull’importanza di mettere in dialogo, nell’ambito della formazione continua, il mondo accademico e quello della scuola secondaria a partire dalle attuali normative, per proporre un modello organizzativo sistemico e integrato.

L’innovazione didattica in un’ottica relazionale e sistemica: i TLC e la formazione di insegnanti- ricercatori nella Scuola secondaria = Teaching innovation from a relational and systemic perspective: TLC and teacher-researcher training in Secondary School

Bonometti Stefano
;
Letizia Ferri
2024-01-01

Abstract

In the past decade, institutional attention to the effectiveness and efficiency of the university system has initiated a discourse on the significance of pedagogical and didactic competencies in the profile of university professors, in addition to those in the realm of research. Simultaneously, there has been a growing focus on continuous professional development through a research-based approach for secondary school teachers, as outlined in collective labor agreements, albeit rarely implemented. In this evolving cultural landscape, TLC could potentially serve as a pivotal link in elevating teacher training by fostering a virtuous dialogue between the university and secondary school domains. A reflection on the importance of fostering dialogue between the academic world and secondary school education within the framework of continuing education will be presented, starting from current regulations, in order to propose a systemic and integrated organizational model.
2024
2024
formazione docenti; tutor; ricerca; TLC; Teacher profile; teacher training; research
Bonometti, Stefano; Ferri, Letizia
File in questo prodotto:
File Dimensione Formato  
5. Ferri Bonometti.pdf

non disponibili

Tipologia: Versione Editoriale (PDF)
Licenza: Copyright dell'editore
Dimensione 155.78 kB
Formato Adobe PDF
155.78 kB Adobe PDF   Visualizza/Apri   Richiedi una copia

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11383/2172612
 Attenzione

L'Ateneo sottopone a validazione solo i file PDF allegati

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact