Pedagogical analysis in the preservice training for secondary school Italian teachers: an unresolved question

Abstract

The closing of the SSIS in 2008 had a deep impact on the initial training of secondary school Italian teachers. The institutional forms that followed in relation to the changes in the governement of the country and  in the governance of the national school system have never formally introduced a systematic evaluation of the processes, leading to this situation: the PF24 is separated from the FIT, namely, from a training course (never started) that included an apprenticeship. Currently, in the formative experience of secondary teachers there is no apprenticeship in relation to specific projects of supervision and no active participation of future Italian school teachers to the research paths that had begun to take shape at the time of the SSIS (Scuole di specializzazione all’insegnamento secondario). On the basis also of long-term theoretical suggestions, the essay will discuss the pedagogical analysis intended as a device for deconstructing educational phenomena that aims at encouraging the growth of awareness and empowerment of the facilitators of learning.