Orientare gli atteggiamenti dei futuri docenti verso interventi efficaci: ristrutturare misconcezioni e punti di vista didattici ingenui

Abstract

The research on the teaching effectiveness and on the behaviour of expert teachers from an evidence based perspective allows today to envisage articulated training models that can accompany students-aspirants or teachers themselves from a preliminary theoretical moment of first familiarization with effective models, to their operational use and up to an evaluation of the improvement obtained on their pupils. A delicate point concerns the gap between the preconceptions on teaching with respect to those of who can be considered «expert teachers». This work takes up previous studies related to the use of a questionnaire, created to evaluate this gap, in order to reduce it by means of feedbacks, before starting the trainee to practical applications to be conducted in the laboratory or in the class. By proposing an iterative version of this tool within university teaching courses, the work also focuses the concordances common to the various applications carried out over the years, that highlight a network of clichés and stereotypes rooted in the school culture, which represents a restraining factor for the adoption of attitudes of greater efficacy.