Guidance didactics in initial teacher training: perspectives on a multidimensional and strategic paradigm
DOI:
https://doi.org/10.7346/sird-022025-p126Keywords:
guidance didactics, indirect internship, Initial teacher trainingAbstract
The article analyzes the strategic value of guidance didactics within the indirect internship modules of university qualification pathways for teachers (PEF 30/36/60 CFU), proposing it as a pedagogical paradigm capable of integrating the construction of teachers’ professional identity with the development of design skills essential to address contemporary educational challenges.
The analysis unfolds along three main directions. First, it develops a multilayered theoretical framework that connects the European LifeComp framework, the Italian Ministerial Decree 328/2022, and the most recent theories on formative guidance. Second, it presents an original experience of Guidance didactics, experimented during the indirect internship with future teachers of the A012 subject area (Literary disciplines in upper secondary schools), centered on an existential and project-oriented re-reading of Dante, Petrarch, and Boccaccio. This proposal emerges as a transferable methodological and cultural model, useful to inspire further guidance teaching designs in school contexts.
Finally, the contribution critically rethinks the teacher’s role as an orienting educator, called to accompany students in the processes of self-knowledge, meaning-making, and life design. In this perspective, the research takes the form of an exploratory, theory-informed study aimed at supporting Initial teacher training in a guidance-oriented, reflective, and design-based perspective.
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Copyright (c) 2025 Valentina Della Volpe
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