Teacher training
Maria-Chiara Michelini, Sophia Crescentini
The paper critically analyses initial teacher training pathways (60, 36, and 30 ECTS), highlighting how procedural and time constraints undermine their pedagogical effectiveness. Even in the face of the digital revolution and generative AI, it asserts the need for careful reflection on teacher professionalism and the underlying vision of training through which it can be promoted. The hypothesis points toward a metabletic process, which demands an integrated training model carried out within appropriate timeframes and characterised by the practice of reflexivity. Specifically, it proposes the introduction of laboratory settings functioning as «Communities of Thought». These would serve as contexts for transformative learning and for developing the theory-practice nexus that inherently characterises both the teaching profession and its training.
Keywords
Training, teachers, thought, reflexivity, artificial.
