La formazione iniziale dei docenti di Matematica e Scienze: percorsi e metodi tra punti di forza e criticità

Europe is asking more and more Member States to improve the skills of adults as citizens and as professionals of knowledge, specifically teachers, referred to as the mainstay of the future economic, social and cultural development. For this reason Member States have worked hard to improve education systems of all levels and, in particular, the initial and continuing training of teachers. After ten years of SSIS (Schools for secondary teachers education) Italy has enabled a new way to train their teachers, the TFA (training and Internship), though not in stable and permanent form. From these premises began the research project that put in foreground the state of the teacher training art considered in the pedagogical-educational aspect, in its methods and practices, as well as in strengths and weaknesses. All this with the aim of raising some crucial questions about initial teacher training, also advancing opportunities to think about. Within a epistemological frame, phenomenologically oriented, it was made a qualitative research that involved a group of students of the “Profession and Context " course of the second TFA cycle, which took place at the Università degli Studi Bicocca in Milan in the academic year 2015-2016. The data were collected through direct observations, written and graphic text, focus groups and semi-structured interviews. The choice of Math and Science subject is depended on the importance that the European Community is increasingly giving those disciplines, on the scarce qualitative research on the training provided for such teachers and, finally, also from my particular interest in such matters, given my previous scientific-engineering education through the master's degree in electronic engineering, physical and mathematician major. In the analysis phase data were triangulated using different sources (interviews, observations, processed chart-pictorial), through the use of focus groups to review and reconsider the considerations made in the first instance on interviews and remarks, and using an interview with Lecturer of "Profession and Context", dott.ssa Jole Orsenigo, to deepen main emergencies from observations in the classroom. The analysis revealed some points of attention which in our opinion will be fleshed out in the direction of a training project for teachers training, more responsive to the orientation of the pedagogical discourse about adult and professional education working in the education environment, such as school. Whatever it outlines a dynamic framework of educational practices, designed and enabled for the teachers, that, while maintaining some awareness and strategies acquired, is just as flexible and critical to accommodate within itself possible instances of redesign, according to the constant evolution of the social and cultural context. Approaching the final part of this abstract we feel we can say, here briefly, as the professionalism of the individual teacher, its specificity and collaboration between teachers are considered very important in an initial training, but also in continuous education, that is able to interact narrative-self-reflective-autobiographical and clinical approaches.