What should the training path for secondary teachers be?

Abstract

A proposal for secondary teacher training cannot avoid the comparison with the relevant critical issues, highlighted by the current literature, such as: the advanced age of young graduates that start teaching; the poor reputation of this profession; the absence of an equivalence in terms of training and role between the classroom teacher and the support teacher; the excessively abstract training, with a few correspondence to the real problems of teaching (and with internship models mostly inert, understood as a period to be “consumed” only in the school context). This paper reflects the proposal created within the SApIE association (www.sapie.it). It critically examines the past solutions, the hypotheses on the table, it tries to suggest a new path capable of answering these problems and, also, it involves an organic reconfiguration and enhancement of didactic and experimental pedagogical knowledge.