Curriculum design between “individualization” and “personalization”. Empirical research on teachers’ professional competencies in Turin primary school

Abstract

The present research, carried out at the primary school in the municipality
of Turin, aims to investigate the professional knowledge of teachers in the
field of curriculum design, the latter being one of the most relevant strategies
for effective training. Since in our country the empirical-experimental
culture in education is not broadly widespread, we believe that training of
teachers, both initial and in-service, is in need of a renovation in order to be
more related to the everyday practice of teaching.