Formare i futuri insegnanti alla ricerca empirica. Dalla teoria alla pratica

Abstract

Research is widely recognised as a key dimension of teaching; several studies have highlightedits strategic value both at the pragmatic level by strengthening quality of workprocesses, and at the level of identity by giving structure to teachers’ identity and theirprofessional development. Within this framework, this paper deals with empirical researchtraining by analysing a course in the Primary Education Sciences Degree. Duringtheir training, it is important to make future teachers understand the connection betweenresearch and educational practice; this increases the chances of an investigative, reflectiveand methodological attitude being developed. In terms of the specific trainingprovided in relation to empirical research, we need to find a balance between technicalaspects and general ones. Only stressing the technical dimension has a negative impacton teachers who don’t understand the value of research for their whole professional practice;this emphasis also seems incorrect at the epistemological level because it betrays thenature of experimental pedagogy itself.