Theory and Practice in Teacher Training: the role of the tutor in FIT paths

Abstract

The new path of access to the profession provided by law 107 and DLG 59 seems to align Italy with most European countries regarding the modalities and procedures for the training of new teachers in the lower and upper secondary education. In this study we will developed the thesis that the lawmaker’s approach, in accordance with current theories and pedagogical practices, is to enhance the interconnection between theory and practice in the training of the future teachers. The constructive and dynamic interaction between theory and practice occurs especially in the laboratory context that consist in the class of true pupils in which the teacher in training begins to practice the
profession under the guidance of the scholastic teacher/tutor. We therefore considered that the tutor, as envisaged by the mentioned norms, is a nodal figure in the training of the neo-teachers, because the tutor is the mediator between pedagogical-didactic theories acquired at the university and the practice of teaching experied in the classroom. It seems necessary to investigate the figure of the scholastic teacher/tutor envisaged by the legislation, to investigate its critical points and enhancing its potential in order to make it to emerge as a mentor and guide, that is its own feature.