La formazione dell’insegnante attraverso la ricerca. Un modello interpretativo a partire dalla didattica dell’implicito

Abstract

Didactics of the implicit is a research frontier opened ten years ago to explore the knowledge of teaching practice from which to build a theory of teaching practice useful also for the design of avant-garde training models. The model of collaborative research-training, based on the analysis of educational practices and descending from the paradigm of didactics of the implicit, allows to re-theorise teaching by enhancing the knowledge of practitioners and to question the current models of training, today built “in alternation” between theory and practice, with a clear predominance of theory over practice. Teacher training through research makes it possible to overcome the historical hierarchical distinction between researchers in didactics and teachers in schools. It is a frontier of University-School work in which the teacher takes on the role of an active research partner. The paper presents a paradigmatic example of an approach to teacher professional development: the DidaSco Project, active since 2010 at the University of Bari Aldo Moro.