Teachers need to be trained on environmental issues

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The school has changed since September and teachers are also trained on environmental issues: the regulations and good practices that come from Europe ask us for it.

It’s official: the School reformfor Recruitment and Training, entered into force on 30 June 2022, including in Decree-Law n.36 on the Implementation of the National Recovery and Resilience Plan (Pnrr 2) and published in the Official Journal.

They are about 300 thousand, according to estimates of the Ministry of EducationTeachers from kindergarten to high school who participate in the new training courses concerned:

  • in-depth study of the specific content of the learning discipline
  • participatory planning tools and techniques in national and European appeals
  • Governance of the school
  • pedagogical leadership
  • technical methodological, socio-relational, strategic training
  • School inclusion in the classroom with disabled students
  • Continuity in training and job orientation strategies even after the new green professions
  • digital learning techniques

To bet on the new generations, teachers also need to know how to talk to them about current content, such as the environment, in dialogue, and now they have the opportunity to practice even more about it.

Diet, BiodiversitySea and territory protection, landscape culture and waste management are also the responsibility of the teachers: a true school discipline is not born, but of these questionsin an interdisciplinary manner, they have to deal with all current school subjects.

It is also established High school which is under the supervision of the Ministry of Education for the coordination of the training of teachers and also has the task of giving accreditation to the bodies offering the courses.

We must concretely invest in training and in the territory, because these are the raw materials we have.

The reform provides voluntary access training, developed on three-year programs and with incentives: teachers are paid, but not all; only a part of the professors who successfully participate in the trainings.

In any case, the other teachers will receive a flat-rate tax.

What will change from September onwards is teacher education

This is good news, which Italy wants to focus on Teacher training and also the desire to finance: paid education, in fact based on the achievement of certain performance indicators, consists of a single salary element, ranging from 10% to 20% of salary.

After more than 5 billion euros have been agreed for the school infrastructures, the school reform will therefore agree to 1.5 billion euros for the schools, through the resources provided by Europe through the NRP.

A plan that, in order to improve students’ learning outcomes, also supports the training of those who need to teach: teachers, in fact.

Digital competence in schools is also being improved, as is the model of the School 4.0. Transform into at least 100,000 classrooms, by 2026, into innovative and sustainable learning environments that strengthen artificial intelligence, robotics, augmented reality, big data, cyber-security.

Particular attention is also paid to the issue of respect for the environment in the context of digital transition.

In fact, the activation of an offer of around 20,000 courses will be envisaged, covering all school disciplines, along with a digital education platform for teachers, students and families.

For this new school of the learn by doingnew facilities will be needed: in Italy, about 100,000 classrooms will be converted into connected and sustainable learning environments, and school buildings will have to be equipped with ultra-broadband.

Fill in the gaps and align with the EU

The Italian school is missing and lags behind the rest of Europe, also in terms of teaching staff: teaching methodologies and skills.

A recent report from Eurydice, Teachers in Europe: Career, development and well-being, underlines the need for continuous professional development of teachers and trainers.

On average, in Europe, in particular in Spain, France and Italy, it falls below 60% for continuous training on disciplinary content: hence the need to improve training, both at the start and during its career .

Many European countries have tried to respond to Europe’s recommendations that support teachers and schoolchildren in achieving an excellent level of learning and learning. guarantee the quality and consistency of teacher education.

Vocational enrichment and continuous updates are the basis of teacher growth. Only I am not enough anymore al Training Models because young people from different cultural and personal backgrounds need a new and dynamic approach.

A more advanced and experimental training: the teacher must look for alternative ways to reach all students.

The capillary system of continuous teacher education is necessary to be able to transfer and contextualize current topics to students, such as those related to Climate change.

The teacher’s ability to keep up with the times and the real needs of a constantly evolving generation is therefore also up to the task.

The heart of this new training program is based on the competencies defined in the DigiCompEdu European Framework.

For Europe, therefore, space for training is also supported by digital tools that address environmental issues SustainabilityScience and technology, economics and multilingualism.

In short, a challenge and a good starting point for change traditional learningaddressing emerging issues, for the benefit of students and for the common good: education for civil society and a sustainable future.

After so many debates, therefore, a step forward.

Image Credits: Depositphotos

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