Teachers’ training in emergency perspectives and sustainability: a first reflection on the distinctive dimensions (signs of sustainability)

Abstract

The purpose of the article is to propose an idea of sustainable training for sustainable practitioners, with particular reference to teachers and to schools in the current context complex. Starting from the reflection on two experiences of research-training carried out during the Lockdown period (March-June 2020), the characterizing elements that have allowed the success of both paths in a period of particular criticality will be identified. These elements, consistent with some common key aspects of the main training approaches in the literature, may be used for the identification of a core set in order to guide the promotion and development of sustainable training approaches and models which may be the subject of future reflection and evaluation.