Conoscere i docenti che formiamo. Rilevare i profili dei docenti e costruire una formazione efficace

Conoscere i docenti che formiamo stems from a crucial question for today’s schools: why do some training programs bring about genuine change in teaching practices, whilst others merely convey content without having any impact on teachers’ professionalism?
Through a rigorous interweaving of theoretical reflection and field research, the book guides the reader through the processes that shape teachers’ professional practice, highlighting the role of implicit representations, professional habitus and the beliefs that – often unconsciously – guide the way teachers teach, assess and deal with change.
Taking the lead from the experience of the since amended assessment reform in primary schools, this book moves beyond the specific regulatory framework to address a broader issue: how to design professional development capable of genuinely transforming educational practice. Through questionnaires, analyses of professional profiles, research-based training programs, Lesson Study, focus groups and interviews, the author identifies the elements that make teachers’ professional development effective and proposes practical tools for designing training programs based on critical reflection, collaboration and self-awareness.
It is aimed at teachers who wish to reflect on their own teaching methods and gain a deeper understanding of the processes that guide their practice; at headteachers tasked with designing effective professional development programs; and at trainers, researchers and academics interested in the themes of educational innovation, assessment and professional growth.
This book invites readers to look beyond methodologies and tools, to recognize that professional development aimed at bringing about real change must be able to understand teachers, recognize their individual strengths and support them on a genuine journey of professional transformation.