First teacher training: it is necessary, but the DL 36 is a missed opportunity; what the MCE sees

On the reform of the basic education of teachers in the high school, there is in principle a good agreement between the political, trade union and associative forces, even if there is no lack of doubt and criticism.
In the meantime, a decree of the Presidency of the Council of Ministers must be issued by the end of July, which must define:
a) the accreditation requirements of the initial training courses, which guarantee “high quality and solidity”;
(b) the criteria and methods of coordination and their possible aggregation;
c) the ways in which these courses are organized in order to create a structured and equal collaboration between the school system, universities and AFAM institutions;
d) the ability to consciously perform tasks related to the learning function, school organization and professional ethics.

The entire training course must focus on the development:
a) cultural, disciplinary, pedagogical, psycho-pedagogical, didactic and methodological skills, in particular those of inclusion, and of student participation with respect to the core of knowledge and competence objectives set for students;
(b) the competences of the teaching profession, and in particular the pedagogical, relational, orientation, evaluative, organizational, didactic and technological, integrated in a balanced way with disciplinary knowledge and legal competences, in particular school legislation;
c) the ability to design, including through group programming and peer tutoring activities, flexible and adequate educational pathways in relation to the skills and talents of the students promoted in the school context, and synergy with the territory and the educational community, in critical and conscious Promote learning, orientation, and the acquisition of students’ transversal skills, taking into account the subjectivity and specific pedagogical needs of each individual;
d) the ability to consciously perform tasks related to the learning function, school organization and professional ethics.

One of the most precise criticisms of the model provided for in Legislative Decree 36 comes from the Cooperation Educational Movement.
Let us hear the views of Anna D’Auria, National Secretary of the Association.

Icotea

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