L’innovazione didattica in un’ottica relazionale e sistemica: i TLC e la formazione di insegnantiricercatori nella Scuola secondaria.

In the past decade, institutional attention to the effectiveness and efficiency of the university system has initiated a discourse on the significance of pedagogical and didactic competencies in the profile of university professors, in addition to those in the realm of research. Simultaneously, there has been a growing focus on continuous professional development through a research-based approach for secondary school teachers, as outlined in collective labor agreements, albeit rarely implemented. In this evolving cultural landscape, TLC could potentially serve as a pivotal link in elevating teacher training by fostering a virtuous dialogue between the university and secondary school domains. A reflection on the importance of fostering dialogue between the academic world and secondary school education within the framework of continuing education will be presented, starting from current regulations, in order to propose a systemic and integrated organizational model. [ABSTRACT FROM AUTHOR]