Teacher training is a very relevant matter in education, and it represents a problem at an institutional level both in Italy and in Europe. The debate regarding skill development has highlighted many difficulties in their application, but it led to change and mainly to a critical analysis approach since it has introduced some new elements such as attention to knowledge, skills and critical and metacognitive thinking of them. The focus of this contribution is to examine a model to develop some competences to use those valid aspects and components to train teachers. The hypothesis here presented investigates the possibility to introduce these components inside teacher training curricula for those teachers who are starting their training as well as for those who are already teaching, to enrich the quality of their professional practice.
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