And what are non-expert teachers, ballast?

The approval of the latter “AIDS TO” decree, which took place on August 4, 2022, represents another example of disorientation in political action. Not wanting to recognize, delineate and treat the real evils that affect the school as a whole, and which as a conclusion have the lack of school education, has led to the creation of a cumbersome regulatory framework that actually opposes the resolution of the really existing problems.

But what is the actual goal of this new small school reform that the government is implementing? I do not believe the presence of 8000 new expert teachers per year (but after nine years of ongoing training!) can solve the real problems of the school.

All those Meanwhile, thousands of “non-expert” teachers are doing something to raise our children or are they just “ballast” waiting to be replaced by the new “superheroes”? Superheroes who with the maximum frequency of 8000 / year, but after 9 long years of training, will make the school highly formative in the future…

It almost makes me laugh. It’s so hard to understand that the real problems are different compared to the false problem of poor teacher training? The early school leaving, the lack of basic skills in large groups of students, which also from the comparison between the results of the Invalsi tests (disappointing) and the results of the state exams (excellent, especially in the south!), the resources that the are assigned to the school system, which decreases in the indifference of all, are not problems that are exclusively attributed to those people of “incompetents” who educate our children.

There Lack of skills that our students show has more motivation deep which have roots in the social sphere. It is wrong to think that the ignorant and incompetent teacher is behind the problem of lack of education. Otherwise, the problem is that the teacher cannot teach freely! In the Italian school, and above all in certain social contexts, the teacher cannot freely express his or her pedagogical training skills and competences, because he is limited in his docimological expression by certain logics of interested “goodness”.

An evaluative “availability” often implicitly/explicitly implied by the manager, but even more often voluntarily demonstrated. After the long pre- and post-graduation and after years of service behind a chair, every teacher has something good and useful to pass on to our children. As in everything, you know, there are those who do more and better, there are those who do less. But so it is everywhere and in every administration.

Rather worry about check that the evaluation can be more reliable and merit based. Executives check their teachers’ checks more and make sure that the evaluation criteria are met. Make sure the promotion is truly deserved. Make sure the right skills that their children possess. Schools that are too self-referential in terms of mid-term and final assessment should be checked. If all this is done, the individual teacher would regain confidence in the importance of their educational role. It would be more competitive with its peers in favor of a richer teaching from a formative point of view. He would become an “EXPERT” teacher and not someone who has thrown in the towel now, because actually the end result is already known what it will be….

In addition, if you have to spend money in the school, that they also engage in subsidies for students and their families who choose to go to technical and professional institutions that are drastically closed because their users weaken more and more over time. This is both due to the decline in births, as well as the appeal of the enthusiastic high schools, which are becoming more and more “easy” to visit and very interestingly “inclusive”.

Then think about it renew the teacher’s contract, now blocked for years and with a salary that is much more than halved in purchasing power. Maybe that doesn’t suit our governments. It is better to give a few more coins to the few who become “EXPERIENCED superheroes” than to give everyone their economic right! The consequences of a school that does not form as it should and with a real lack of basic skills among those who graduate, and then graduate, are tragic and affect the whole society, not only from an economic and professional point of view, but also in its cultural and ethical evolution.

Leave a Comment