Three times relationship

Intersubjectivity, cultures, reflectiveness for the pedagogical training of secondary school teacher

Abstract

In the face of a long-time experience in the training of secondary school teachers of foreign languages and cultures and starting from a philosophical-educational analysis on relationship, the author highlights the centrality of the three forms of educational-formative relational agency needed by secondary school teachers.

In general, it is a matter of promoting the awareness, in the work of the teacher, of the sense and horizons of an intentionally formative agency.

In particular, it is a question of moving from a still spontaneous and/or scientifically naive idea of educational relation to the pedagogical knowledge of intersubjectivity with pre-teens and teenagers; from a split between educational needs of students and learning, to the educational typicality of contents; from an empirical-descriptive view of the institutional task to the rework of professional action.

Thus, both the reasons for the strictly pedagogical training of secondary school teachers and the supporting structures of an educational-formative agency correlated but not coincident with the didactic work take shape.