From research evidence to teachers training perspectives: homework as a work space

Abstract

The paper focuses on some possible work paths to guide future school
teachers’ preparation by analyzing homework, a widespread school practice
that has a social relevance as evidenced by the media growing attention.
However, there is often a superficial approach and a simplistic reading
of the question even if it has significant implications as it crosses some of
the historical themes in the school debate such as family-school collaboration,
relationship with the territory and teacher collegiality. In this perspective,
this first paper aims to put in evidence the scientific relevance of this
topic and to create the conditions for planning later in-depth research also
through empirical studies.