La Scuola di Specializzazione in Radioterapia e il Tirocinio di Scienze della Formazione Primaria. Percorsi di educazione alle competenze a confronto

Pedagogical reflection is called upon to think and plan working practices and training paths for the different target figures. This contribution aims to focus, in an evidently exploratory and hermeneutic way, on a possible comparison between two training courses in which I am involved to make a pedagogical contribution, the School of Specialization in Radiotherapy of the Fondazione Policlinico Universitario Agostino Gemelli IRCCS (Catholic University of the Sacred Heart - Rome) and the Internship of the Degree Course in Primary Education Sciences (Catholic University of the Sacred Heart - Brescia). On the one hand, the School of Specialization has implemented, especially through the “Form-ART-zione” project, the so-called 'CanMEDS' proposal (published by the Royal College of Physicians and Surgeons of Canada), whose inspiration has been accepted in the documents ESTRO (The European SocieTy for Radiotherapy and Oncology); on the other hand, the internship path has adopted the INDIRE perspective, in particular with respect to the year of training and testing for newly hired teachers, which explicitly mentions the "Ten new skills for teaching", a well-known text by P. Perrenoud . These are certainly two different training paths, one for future radiation oncologists and the other for future teachers, which however both seem to be supported by the choice of theoretical references in favor of the development of skills. Beyond the obvious differences with respect to the job figure to which they refer, both heuristic perspectives stand out as characterized by an orientation intentionally oriented towards overcoming notions and passivity in teaching/learning dynamics. Even though they come from distant traditions and epistemologies, and even though they propose well-defined and different aspects of competence, the choice - in both cases - to favor competences lays the foundations for a dialogue from a pedagogical point of view. Without any claim to exhaustiveness, are there metatheoretical aspects to start a possible exchange of experiences and reflections? Can we glimpse areas of competence that can be transferred between the two different training paths? Faced with two such complex professions and so urgently called to update themselves and accept the challenges of change (cognitive, cultural, social, technological), the learning of skills appears necessary, binding, to the extent that such learning is consciously designed and oriented in a pedagogical sense, for integral human development. Professionalizing educational systems that can dialogue in the orientation towards competent, humanly enriching, inclusive, sustainable jobs, in the name of existential authenticity.