the future of our school and the cultural, economic and democratic development of our country depends on the law on basic and continuing education of teachers


On 15 June, Legislative Decree No. 2598 on the conversion of Legislative Decree of 30 April 2022 n. 36, which contains additional urgent measures for the implementation of the National Recovery and Resistance Plan (PNRR), will arrive in the classroom.

With this document, the professional associations AIMC – CIDI – MCE – PROTEO intend to draw Parliament’s attention to the qualifying points of a law on the initial and continuing education of teachers, on which the future of our school and cultural, economic and democratic development depends. of our country.


THE PROFESSIONALISM PAGE, which will form the basis of a basic and continuing education proposal for teachers, must correspond to the basic idea of ​​the education system: to create an inclusive school in all orders and grade levels. This requires competent professionals in disciplinary and professional knowledge in the field of psychopedagogical, didactic, organizational and managerial; conscious professionalism, able to work in a collaborative dynamic and to take on institutional, collective and civil responsibility.

The CURRICULUM for the teacher qualification must therefore:

  • establish a prerequisite principle in the study plan intended for teaching with the acquisition of 60 university and academic education points only from the possession of the 3-year degree and for individual courses of those who have already earned at least 180 CFU / CFA. The acquisition of cross-cutting knowledge, which is fundamental to teaching in primary and secondary schools, in order to be effective, must represent an enrichment of a disciplinary education that has already been partially developed. Early access is incompatible with the aim of guaranteeing the quality of the educational path;
  • be coherently structured and provide dedicated and explicit courses in the statement of arguments to enable ongoing evaluation;
  • ensure the activation of specific training skills at universities, which must possess and reveal the prerequisites for being able to release the 60 ECTS required by law to avoid the scandal in the online ECTS market

For scientific degrees, the opportunity to teach after the master’s program must include a single path of 60 points, which must be completed at the university and including laboratory activities and direct and indirect internships.

The social dimension of learning must be guaranteed for all teaching qualification courses to give each student the opportunity to experience and experience the knowledge and practice of the profession in the laboratory activities of the university classrooms: the centrality of the subject, the value of the group and collaborative work.

Among the prerequisites that universities have declared to be able to issue CFU, it is necessary for this purpose to ensure the adoption in the university classes of a socioconstructive didactic approach that activates curiosity, stimulates question marks and critical reflection, to develop a habit in the future learner problematizing and reflective.

THE PRACTICE must be able to provide opportunities for co-development of practice and theory for the reconstruction of experiences, a fundamental element also for the development of the future teacher of a habit of continuing education.
Internships must be conducted face to face, jointly by the university and school, in close collaboration with teachers and school leaders who must be adequately trained and paid.
In order to represent a truly personal and transformative learning experience, albeit appropriately guided by the teaching, the internship must be completed in a dedicated time, according to the master’s degree, that is, when the candidate has the mandatory qualification to enter the competition.


Teachers need ongoing continuing education, which in the context of basic education takes place as an integration between theory and practice, observation, experience and reflection on experience. A training nurtured by field research.
The teaching centers must be the privileged place for the development of the teaching professionalism.
The quality of the centers is possible only through a strong cooperation between universities, the wealth of professionalism of professional associations, schools.
The new body of the Higher Training School for Education must, in addition to the general directional function of the educational actions to be favored in the territories, represent the top of territorial functional structures, which drive validation, coordination and dissemination of best training practices developed by schools , preferably in networks with universities, institutions and professional associations of the school.

The aim must be to make the upper secondary school the culmination of training experiences in accordance with the established guidelines, but to recognize each school as a research and experimental center responsible for the training of its staff. The training courses designed by the teaching body must be evaluated by the school and its structures with reference to the improvement processes for school teaching / learning and the implementation of PTOF.

Effective collaboration between universities and schools should also be promoted in the ongoing training of teachers in service, in particular with the new university teaching centers and with the planned higher education school.

Furthermore, as part of a specific contract provision, a number of teaching hours should be organized for all school classes on roads chosen by the Education Agency on the basis of identified needs, as an inherent responsibility for the teacher’s professionalism, strengthened through more qualified pay and work organization conditions.

June 13, 2022

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