Training reflective and critical teachers

Abstract

This contribution aims to highlight the need to train teachers in the cultural consciousness necessary to understand their own profile and role in the current historical framework. In this sense, it will articulate the hypothesis of a reflective and critical training model, which assumes as a particular task the development of the ability to interpret the challenges of everyday life critically and pedagogically, in view of the elaboration of a new vision and operational hypotheses inspired by it. It will therefore focus on the second level reflective dimension, critically and problematically addressing the concepts implicit in action. Some directions will be developed, which are the result of the best experience of teacher training in Italy:

- the integrated nature of the theoretical and practical dimensions;

- the link between initial and in-service training;

- the synergy between school and society, the expression and exercise of the political dimension of teaching and training.

This model assigns a strategic role to general and social pedagogy.