Il farsi della professionalità docente nelle prospettive della società della conoscenza : uno studio di caso: il Tirocinio Formativo Attivo

The globalization of economy and finance first, and the advent of the economic crisis in 2008 are among the events that have revolutionized most scenarios of international competition, calling for Europe to respond with appropriate growth strategies, based on the new paradigm of "knowledge". (OECD, 2012). In response to contexts changing, the European strategy for smart, sustainable and inclusive growth - Europe 2020 (COM, 2010) states that the keys to ensure a long term economic recovery and to restore social cohesion are "knowledge" and “innovation." The priority to invest in education and training are thus mandatory. The great importance of the concepts of "knowledge" and "learning" goes hand in hand with the recognition of the need to ensure that all citizens have opportunities to continue education throughout life (COM, 2000). Such an environment will inevitably open up new challenges to educational systems, which are requested to play a leading role in responding to the new demands from the world of work, and also to become the main stakeholders for the diffusion and the establishment of the current paradigms based on "knowledge". Similarly, it is also clear that within this new development strategy of the European Union, teachers are identified as key interpreters of structural change and innovation in education. (Cresson, 1995) Unfortunately, the policies that are defined at the European level do not always reflect an appropriate response in terms of policy-making from the member states. The result is that despite the growing importance of the role of teachers, they are often underestimated as the agents on education reforms. (Eurydice, 2002) Specifically, the aim of this discussion is to consider the alignment of the current system of initial training in Italy - TFA – during the first year of the trial and to decide whether there are grounds for activation of that set of skills and knowledge in line with the first stage of professional development (Margiotta, 2007). The empirical phase is presented in the third chapter, where, through a case study we propose to isolate the variables that can decree the approach or the deviation of the output profile from the profile of TFA compared to the teacher defined at European level Among the intentions of concluding this contribution, in fact, there is the willing to rise a reflection capable of outlining new pedagogical horizons related to the initial training of secondary school teachers so as to suggest, along with new areas of enhancement, concrete actions declined in "axioms" that may be of support to the current political direction.