La professione docente tra rappresentazioni e progetto formativo. Un'analisi pedagogica della competenza degli insegnanti secondari

This thesis deals with the professional characteristics of secondary school teachers, with particular regard to their competence and their education. The topic will be approached starting from the characteristics and trasnformations social research has identified concerning Italian teachers, focusing on secondary teacher training. After a brief look at Europe, the attention will be directed to Italy, with particular regard to the Postgraduate Schools of Specialisation for Secondary School Teachers (SSIS); hence the need for an analysis that focuses on teaching per se and its concrete pratice. For its nature to be fully grasped, teaching must be reconsidered as an independent object of study, a performance in which competence manifests itself and a form of action involving a set of tacit and personal knowledge. A further perspective opens up for analysis, according to which the professional characteristics of teachers are the result of an education in which the whole history of the subject is involved, in its educative, formative, professional and personal aspects. The teaching profession is imbued with implicit meanings which are inaccessible to conscience but orient action and affect the interpretation of experience. Through the analysis of three different empirical data sets, collected among teachers-in-training and teachers qualified at SSIS, I will try to investigate the actual existence, the nature and the features of such implicit knowledge. It appears necessary to put the claims of process-product approaches back in their right perspective, to the benefit of a holistic conception of teaching competence. The teacher is, at the same time, “he who is teaching” and offers a concrete receiver the fruit of an endless work of study, reflection, practice and self-update. To understand this process will mean to penetrate more and more deeply into the core of teaching and teaching competence , a competence that in some respects “is” always “that” teacher, with his or her own story, implicit knowledge and representations.

Peer and group relationships in preschoolers: the role of social and linguistic skills

Being able to positively interact and build relationships with playmates in preschool years is crucial to achieve positive adjustment. An update review and two studies on such topics were provided. Study 1 is observational; it investigates the type of social experience in groups (N = 443) of children (N = 120) at preschool age in child-led vs. teacher-led contexts. The results revealed that in child-led contexts children were more likely to be alone, in dyads, and in small peer groups; groups were mostly characterized by same-gender playmates who engaged in joint interactions, with few social interactions with teachers. In teacher-led contexts, on the other hand, children were more likely to be involved in small, medium and large groups; groups were mostly characterized by other-gender playmates, involved in parallel interactions, with teachers playing a more active role. The purpose of Study 2 was to describe the development of socio-emotional competence, temperamental traits and linguistic skill. It examined the role of children’s reciprocated nominations (=RNs) with peers, assessed via sociometric interview, in relation to socio-emotional competence, temperamental traits and linguistic skill. Finally, the similarity-homophily tendency was investigated. Socio-emotional competence and temperamental traits were assessed via teacher ratings, linguistic skill via test administration. Eighty-four preschool children (M age = 62.53) were recruited within 4 preschool settings. Those children were quite representative of preschool population. The results revealed that children with higher RNs showed higher social competence (tendency), social orientation, positive emotionality, motor activity and linguistic skill. They exhibited lower anxiety-withdrawal. The results also showed that children prefer playmates with similar features: social competence, anger-aggression (tendency), social orientation, positive emotionality, inhibition to innovation, attention, motor activity (tendency) and linguistic skill. Implications for future research were suggested.

Il contratto a Tempo Determinato nel lavoro privato e pubblico. Assetti e linee di tendenza in un mercato del lavoro dinamico e globale

L’elaborato, dopo una ricostruzione della disciplina normativa presente in materia di contratto a tempo determinato in Italia e nei principali ordinamenti europei (Spagna, Francia ed Inghilterra), affronta i più rilevanti nodi problematici dell’istituto, in riferimento al settore privato e pubblico, mettendo in luce le principali querelle dottrinali e giurisprudenziali. Particolare attenzione è dedicata alle questioni insorte a seguito delle ultime modifiche normative di cui al c.d. Collegato lavoro (legge n. 183/2010), sino al decisivo intervento della Corte Costituzionale, con pronuncia n. 303 del 9 novembre 2011, che ha dichiarato legittima la disposizione introduttiva dell’indennità risarcitoria forfetizzata, aggiuntiva rispetto alla conversione del contratto. Tutte le problematiche trattate hanno evidenziato le difficoltà per le Corti Superiori, così come per i giudici comunitari e nazionali, di trovare una linea univoca e condivisa nella risoluzione delle controversie presenti in materia. L’elaborato si chiude con alcune riflessioni sui temi della flessibilità e precarietà nel mondo del lavoro, attraverso una valutazione quantitativa e qualitativa dell’istituto, nell’intento di fornire una risposta ad alcuni interrogativi: la flessibilità è necessariamente precarietà o può essere letta quale forma speciale di occupazione? Quali sono i possibili antidoti alla precarietà? In conclusione, è emerso come la flessibilità possa rappresentare un problema per le imprese e per i lavoratori soltanto nel lungo periodo. La soluzione è stata individuata nell’opportunità di investire sulla formazione. Si è così ipotizzata una nuova «flessibilità socialmente ed economicamente sostenibile», da realizzarsi tramite l’ausilio delle Regioni e, quindi, dei contributi del Fondo europeo di sviluppo regionale: al lavoratore, in tal modo, potrà essere garantita la continuità con il lavoro tramite percorsi formativi mirati e, d’altro canto, il datore di lavoro non dovrà farsi carico dei costi per la formazione dei dipendenti a tempo determinato.