La costruzione del curricolo tra prescrizione normativa e professionalità docente: Conoscenze e convinzioni degli insegnanti sulle Nuove Indicazioni Nazionali

Abstract

In the debate on school autonomy and curriculum design, the new National Guidelines represent a significant step in orienting educational practices. Their implementation depends on teachers’ ability to understand and translate them into practice, which can be supported by targeted training pathways. This study explores the knowledge and beliefs of 236 teachers and future teachers regarding the new National Guidelines, to investigate how they interpret and integrate them in shaping their professionalism and to identify emerging training needs. The questionnaire used focused on knowledge of the document, perceptions of its relevance and applicability, and perceived difficulties in its implementation. The findings reveal a discrepancy between policy prescriptions and professional awareness, despite interest in the issues addressed in the document. The study provides insights for designing initial and in-service teacher training programs, emphasizing the importance of supporting a critically mediated knowledge of policy documents as an essential condition for the conscious construction of the curriculum.