SCHOOL / “Teacher education, our history shows that an internship is needed”

Dear Manager,
after reading various articles and testimonials about the paradoxes and brief conclusions of the last teacher contest, my suspicions grew and me for the organization of the written test of contests for professors for future teachers. These kinds of questions, guilty of a paroxysmal notionism, the very short time allowed for any answer, seem to be the culture necessary to replace a teacher with an absurd and unrealistic encyclopedism.

It is true, as Pierluigi Castagneto wrote, that competition paradoxically appears to be an expression, “to keep young people out of education”, and perhaps the best and most passionate young people in the profession, as many of the competitors are already in Profs as precarious. Whoever has prepared these questions seems to belong to a different world than the school and the concrete reality that the teachers and students live in there.

I reconsidered my experience. As soon as I graduated (and in a few months it will be fifty years!) I was “thrown” to learn history and philosophy as precarious, with full hours in three rather demanding science high school classes, in a state high school on the edge. from Milan, without internship or any preparation in particular.

Then everyone had to learn the trade in the field, that is to say with the students entrusted to him and often at the expense of those. I soon realized that my school and university education was not enough to fill this “field” with the challenges we were facing. The first reaction was, of course, to study further, to prepare the lessons (strictly frontal), but also to digest, clarify, complete the content learned in previous years. The second reaction was advice, opinions, comparisons, about the content of the programs and the way to present them in class, to ask older and slightly more experienced friends.

Over time, I started with a group of teachers who met with a certain regularity in this association, a group in which the difficulties but also the achievements and proposals that gradually arose in the daily teaching , especially of history that was not statistically significant. (is not) one of the most popular subjects for students. The several refresher courses I enrolled in were very useful because they seem to me to meet my need to know more and better: I still hold a handful of certificates of participation in these courses, which are sometimes even mandatory were for a certain total amount of hours.

Following Gentile’s pedagogical theory, whose ontology I disagree with, I avoided overly prescriptive methods and acquired bureaucratic impositions, for which I often cut out small spaces for creativity in everyday didactic choices: from a current event, a film to be seen with the class. , organize a suitable cultural visit, meet a significant person at school or outside …

All this in order to engage the students in an exciting adventure, to open the mind and also to understand what our identity has built up over time, for better or worse. Work for those topics and notions that are obviously needed.

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