“The election of Decree Law 36/2022 is ineffective and authoritarian.” Teachers’ appeal against the Bianchi reform

Sent by AIMC – CIDI – MCE – PROTEO FARE TO WNOW – The Law Decree n. 36/2022 in Chapter VIII presents, in particular in Article 44, some interventions of the PNRR for Measure 4, which introduce relevant innovations on the subject of initial training, recruitment and further training of school staff.

In all of these issues, which are crucial for the quality of the education system, the government and the Minister have decided not to confront the unions and trade unions, and sensationally rejected the commitments signed in the “Labor Pact”. May 2021.

INITIAL TRAINING
After giving up SSIS (first replaced by a course competition that was never conducted, then by the 24 ECTS market), today the decree provides an initial training for the qualification to teach in secondary, which provides for the acquisition of 60 ECTS, inclusive. 20 direct and indirect internships and a final exam with a written test and a simulated lesson.

CFUs can be purchased throughout disciplinary studies in “centers” that are “identified” by universities. The risk that this is actually a new CFU market is very high and must be avoided.

Training in teaching skills must necessarily include a phase of co-administration of the university and the school in order for all student internships and didactic laboratories to be experienced and experienced, essential for learning the knowledge and practices of the teaching staff.

For the high school, and the different possible origins of the type of degree, the need for a path and a time devoted solely to the qualification, characterized by a
inevitable flexibility and customization planned by a tutoring action.

Instead, a cumulative logic of the CFUs is chosen, chosen à la carte, with evident spread of the online CFU market, from the first year of university, which radically compromises the ability to activate and activate a virtual didactic-research didactic circle. develop in the future teacher awareness of the task, experiments, reflexivity.

This is not the way: the ability to manage a class (take care of all learning-related problems), the activation of a differentiated pedagogy (to guarantee the pedagogical success of each individual), the management of the role in the complexity of the school organization, it is not the expected price once the formation credit album is completed.

RECRUITMENT
The prognosis of annual competitions on a regional and interregional basis is certainly positive, but in recent months examining the burden of useless and disqualifying notionism of a test with closed tests, we believe it is necessary to pass immediately, without waiting for 2024 as expected, open to the questions, ask structured multiple choice questions.

IN-SERVICE TRAINING IN HIGH SCHOOL
The decree conducts three-year training courses, optional and incentive, if the teacher receives a positive evaluation at the end of the course. The proposed training model is the individual one that leads back to a decisively outdated learning concept. Continuing education must be conceived and provided for internally and constitutively by the professional profile and must therefore be a practice recognized and valued by all teachers in the service. The results of the training (individually but in collegiate ways and projects) must be evaluated with regard to the improvement processes of teaching / learning in the school context.

The school must be recognized as a place for research, experimentation and updating, as it has been for more than twenty years of the law on autonomy. Unfortunately, the decree makes no reference to the need for paths involved by teaching schools, disciplinary departments, class councils to the world of universities and professional associations, the only ones that can maintain professional communities over time to enable them. to promote a socio-constructive, research-based, inclusive teaching approach, as required in the ministerial documents themselves.

Functional structures are certainly needed, ranging from the dimension of the single school unit to the national, possibly territorial coordination centers. But this national level must be the point of arrival of the territorial education experiences, of their validation and dissemination, not the starting point of a hierarchical and centralized education, as the higher education provided for by the decree seems to be configured.

Finally, we believe that no emergency can justify the adoption of a top-down and authoritarian method in deciding the future of the school.

Training and recruitment are strategic priorities for the school and the country. With the new system of initial and continuing education of teachers, we choose what the future of our school is and the quality that the education system must provide for the new generations.

Deciding without confronting the school world is an act not only authoritarian, but short-sighted and irresponsible, which we oppose with all our determination.

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