The year 2011/2012 has represented the dawn of a new era in language teacher education in Italy. After the dismantling of SSIS in 2008, and three years of ministerial silence on training courses, new university courses have been activated, as recommended by European documents and as a result of evolutions in the social, economic and cultural context. The innovation of initial education is the new “laurea magistrale” for future teachers and the following year of in-place training (tirocino formativo attivo). In this paper we describe and analyse these new training courses and, in particular, highlight the formal and substantial specificities of second and foreign language teachers. What are the expected teaching and organizational competences? Who, when and how will guide the trainee teacher during his/her training? How will processes and actors (trainers and trainees) be assessed? Which is the European dimension, i.e. the application of supranational directions (the role of plurilingualism, mobility, ICT and so on)? The answers to these questions will allow us to outline the strong and weak points of our educational system. Finally, we will draw up a list of guidelines for the initial education of language teachers. The acronym A.N.D.R.O.M.E.D.A., metaphor of a spiral galaxy, reminds us of these guidelines, and effectively summarizes the essential characteristics of the training process of all teachers – whether object or instrument of teaching (a first, second, foreign language, or as a lingua franca).
Questo contributo sottolinea l’importanza di formare il futuro insegnante di lingua attraverso il superamento dell’ottica meramente nazionale a favore di azioni concertate almeno a livello europeo. L’educatore linguistico è infatti chiamato ad agire in contesti pluriculturali che lo obbligano sempre di più ad attivare strategie di intercomprensione top down (docente/discenti), bottom up (discenti/docente) e bottom across (discenti/discenti, docenti/docenti). La triangolazione pedagogico-educativa (docente/ discente/contesto) non può così prescindere dalla messa a punto di un profilo destinato alla formazione del docente europeo di lingua. Il lavoro di ricerca sinteticamente presentato in queste pagine prende spunto dallo European Profile for Language Teacher Education (Kelly, Grenfell 2004), ma lo supera e lo adatta alla specificità della tradizione glottodidattica italiana. Nasce così A.N.D.R.O.M.E.D.A., acronimo facilmente memorizzabile e particolarmente evocativo (non solo in italiano) destinato a sintetizzare gli elementi portanti di una formazione di qualità dell’educatore (pluri)lingue: Aggiornamento, Nuove tecnologie, Didattica delle lingue, Ricerca-azione, Organizzazione, Mentore, Esperienze europee, Diversità di lingue e culture, Autovalutazione.
Bosisio, C., Gabrinetti, M. M., Insuffler innovation et dynamisme à la formation des enseignants, in L’école, avenir de l’Europe? L’Europe, avenir de l’école? Actes du Colloque européen, 20&21 novembre 2010, (Parigi, 20-21 November 2010), AEDE-France, Rennes 2011: 105-112 [http://hdl.handle.net/10807/5973]
Insuffler innovation et dynamisme à la formation des enseignants
Bosisio, Cristina;Gabrinetti, Marelia Marina
2011
Abstract
The year 2011/2012 has represented the dawn of a new era in language teacher education in Italy. After the dismantling of SSIS in 2008, and three years of ministerial silence on training courses, new university courses have been activated, as recommended by European documents and as a result of evolutions in the social, economic and cultural context. The innovation of initial education is the new “laurea magistrale” for future teachers and the following year of in-place training (tirocino formativo attivo). In this paper we describe and analyse these new training courses and, in particular, highlight the formal and substantial specificities of second and foreign language teachers. What are the expected teaching and organizational competences? Who, when and how will guide the trainee teacher during his/her training? How will processes and actors (trainers and trainees) be assessed? Which is the European dimension, i.e. the application of supranational directions (the role of plurilingualism, mobility, ICT and so on)? The answers to these questions will allow us to outline the strong and weak points of our educational system. Finally, we will draw up a list of guidelines for the initial education of language teachers. The acronym A.N.D.R.O.M.E.D.A., metaphor of a spiral galaxy, reminds us of these guidelines, and effectively summarizes the essential characteristics of the training process of all teachers – whether object or instrument of teaching (a first, second, foreign language, or as a lingua franca).
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