Teachers’ training in the European School: a commitment of the pedagogy and the didactics

Abstract

In the light of a critical-hermeneutical perspective, the author presents diverse lines of research, possibilities and research methods, to give meaning to the education of a new subject-person, who appears today increasingly disoriented in a confusing and complex social context, through analysis and building a new training process. This requires a reflection on a new figure of the teacher, who is not only the expert, the connoisseur of the educational sciences according to a pedagogical, psychological, educational, legal perspective, the connoisseur of his own disciplinary fields, but above all the expert who takes care of the process of biopsychic and cultural formation of the educational subject in school age in childhood, preadolescence and adolescence, in an attempt to guide it in an existential and life project. Therefore, the teacher's task, especially at school, is aimed at analyzing and interpreting the different educational emergencies with a new logic with respect to those experienced in recent years, by acquiring a platform of competencies of different nature: disciplinary, transversal, technical-professional, organizational, socio-relational, to design differentiated and personalized training courses, as well as to develop competencies from school through the possession of negotiation, mediation and metacognition skills, involving one's own school, but especially the family and any other social agent.