Imparare a imparare tra metodi e soft skills. Un’indagine su pratiche didattiche

Learning to learn is a hyper-competence that activates and includes several dimensions of the learning process (Stringher, 2021). Sev- eral strands of research defined and operationalized the construct and they recognize Learning to Learn as being inclusive of cogni- tive and metacognitive dimensions and affective and social dimen- sions of learning (Caena, Stringher, 2020; Ajello, Torti, 2019; Hoskins, Frediksson, 2008). The state of the art ensures a variety of tools for assessing competence and a substantial body of research on teachers’ conceptions of learning to learn (Stringher, 2021; Weaytens, Lens, Vandenberghe, 2002). Instead, there seems to be a lack of studies focus on teaching activities and practices. This paper presents the initial outcomes of a survey designed to inves- tigate teaching projects and practices centered on Learning to Learn and submitted to 16 self-selected teachers. Based on the lit- erature, an interview protocol was designed to detect analytically the teaching paths and in particular the enhancement of relevant skills (Scipione, 2021). The results confirm, also on the level of practices, the presence of both a narrow and an expanded view of the learning-to-learn competence (Hounsell, 1979) and a plurality of interpretations of the concept of method.