The Formative Curriculum in the Italian Induction program. Opportunities of professional reflection and identity reconstruction

Abstract

This paper focuses the attention on Teacher Professional Identity and discusses some quantitative and qualitative analysis results on the use and the contents of the device Training Curriculum, which is used in the Teachers’ Portfolio for Newly Qualified Teachers in 2015/2016.
The results of analysis allowed to validate the Training Curriculum and to emerge the typologies of experiences and the families of skills that the teachers referred most frequently. The results obtained, with the limits of an impressionistic representation of the various experiential paths and the multifaceted skills baggage with which the 2015/2016 teachers have faced entry into the role, allow us not only to know which families of skills the newly appointed teachers consider to be important for the teacher professional identity but also to get an unprecedented image of the teaching profession in order to better plan targeted training initiatives.