To make guidance skill: learning environments and teacher’s professionalism

Abstract

This article is characterized by a vision of orientation as an educational strategic action, the founding structure of learning (see Mannese, 2020), in the theoretical framework of the life design paradigm (Savickas, Nota, Rossier, Dauwalder, Duarte, Guichard, Soresi, Van Esbroeck, & van Vianen, 2009), which emphasizes the constant evolution of the subject-person (Cambi, 2010) and his capacity for adaptation, narration and awareness, in relation to the construction of the Self. It focuses on the importance of self-regulation skills, in consideration of the purpose of activating reflective training processes, in the perspective of existential paths. It deals with the question of useful methodologies to promote self-assessment of the skills that are the basis of the ability to direct oneself in learning. Attention is focused on the possibilities of intervention related to didactics for guidance (La Marca, 2015), for the development of the predisposition towards a specific choice (Annacontini, 2017). In particular, it is highlighted how an effective teaching practice, in terms of skills acquisition, requires the construction of adequate learning environments, mediation schemes between the disciplines in- tended both as expert knowledge and as didactic knowledge, concerns the teaching professionalism in its different spheres of expression / action and the main ontological and methodological components of didactic science.