The contribution presents the multi-year didactic experience gained in the Teaching of General Didactics and Special Education within the Second Cycle Degree in Mathematics at the University of Bologna. This experience is to be considered interesting because of the new training course provided by Law 107/2015 and subsequent decrees for secondary school teachers: the FIT ((Formazione Iniziale e Tirocinio) training course requires a close collaboration between Science of Education and Disciplinary Didactics. The experience matured in the Department of Mathematics certainly brings up a number of considerations that can help to plan and further develop such collaboration with exactness. In a positive way it can be evaluated: the students’interest on the subjects of Didactics and special Education, which emerges from the several degree thesis; their awareness of the widespread difficulty encountered by students when they encounter math and, as a result, the willingness of students to dig deeper in the proposed arguments; the presence in the schools of teachers open to innovation experiments involving university students as well. On the other hand, some problems arise: the students’expectation to receive teaching models to be applied, while the educational dimension is characterized by an a priori uncertainty as well as by operational proposals that must be suitable to specific contexts; the lack of prerequisites in psychopedagogical disciplines; the presence of some resistance among University colleagues in recognizing to Science of Education a statute of equal dignity.
L’articolo discute l’esperienza didattica quinquennale effettuata all’interno dell’insegnamento di “Didattica e Pedagogia speciale”, rivolto a studenti del secondo anno della Laurea Magistrale, Curriculum didattico, della Scuola di Scienze dell’Ateneo di Bologna. Si ritiene questa esperienza interessante per il nuovo percorso di formazione dei docenti di scuola secondaria previsto dalla L. 107/2015 e successivi decreti: il percorso FIT prevede una stretta collaborazione tra Scienze dell’educazione e didattiche disciplinari. L’esperienza con il Dipartimento di Matematica apre certamente ad una serie di considerazioni che possono aiutare a progettare con rigore tale collaborazione.
Manuela Fabbri (2018). La formazione didattica dei docenti di matematica. Riflessioni da un’esperienza. Lecce : Pensa MultiMedia.
La formazione didattica dei docenti di matematica. Riflessioni da un’esperienza
Manuela Fabbri
2018
Abstract
The contribution presents the multi-year didactic experience gained in the Teaching of General Didactics and Special Education within the Second Cycle Degree in Mathematics at the University of Bologna. This experience is to be considered interesting because of the new training course provided by Law 107/2015 and subsequent decrees for secondary school teachers: the FIT ((Formazione Iniziale e Tirocinio) training course requires a close collaboration between Science of Education and Disciplinary Didactics. The experience matured in the Department of Mathematics certainly brings up a number of considerations that can help to plan and further develop such collaboration with exactness. In a positive way it can be evaluated: the students’interest on the subjects of Didactics and special Education, which emerges from the several degree thesis; their awareness of the widespread difficulty encountered by students when they encounter math and, as a result, the willingness of students to dig deeper in the proposed arguments; the presence in the schools of teachers open to innovation experiments involving university students as well. On the other hand, some problems arise: the students’expectation to receive teaching models to be applied, while the educational dimension is characterized by an a priori uncertainty as well as by operational proposals that must be suitable to specific contexts; the lack of prerequisites in psychopedagogical disciplines; the presence of some resistance among University colleagues in recognizing to Science of Education a statute of equal dignity.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
