El tema de la profesionalidad de los docentes en todos los niveles de educación es uno de los problemas más urgentes que enfrenta la pedagogía en la actualidad. Hoy en día, la sociedad cada vez más compleja exige que el maestro tenga una competencia educativa / didáctica de calidad capaz de alentar a los estudiantes a tener un aprendizaje bien estructurado y el desarrollo de una auténtica subjetividad personalizada. En esta perspectiva, los análisis realizados por E. Stein sobre la capacitación de docentes para hacerlos competentes en la construcción de procesos de conocimiento (gnoseología), en epistemologías disciplinarias y sobre las formas de regular la formulación del juicio (lógica) deben considerarse valiosos. A partir de esta adquisición, esta contribución meditará en cómo actualmente un maestro puede ser entrenado pedagógicamente para ser competente, tanto en la estructura disciplinaria como en la identificación de los objetivos educativos del conocimiento aprendido. Como veremos, el conocimiento, la epistemología de las disciplinas y la lógica del pensamiento, lejos de representar solo el propósito de la enseñanza, constituirán los medios por los cuales el maestro promoverá una forma de enseñanza orientada en el sentido fenomenológico-hermenéutico, como creador y desarrollador de autonomía de juicio y responsabilidad relacionada con el valor.
The issue concerning professionalism of teachers at all levels of education is among the most urgent ones that pedagogy is facing today. Nowadays, the increasingly complex society requires the teacher to have a quality educational/didactic competence able to encourage a well-structured learning and the development of an authentic personalized subjectivityin the students.In this perspective, the analyses made by E. Stein concerning teachers’ training to make them competent in the building of knowledge processes (gnoseology), in disciplinary epistemologies, and the ones concerning the ways to regulate the formulation of judgment (logic),must be considered valuable. Starting from this acquisition, this contribution will meditate on how nowadays a teacher can be pedagogically trained to be competent, both in the disciplinary structure and in identifying the educational aims of the learnt knowledge. As we will see, knowledge, the epistemology of disciplines and the logicof thinking, far from representing only the purpose of teaching, will constitute the means by which the teacher will promote a way of teaching oriented in a phenomenological-hermeneutical sense, as creator and developer of autonomy of judgment and of value-related responsibility.
TRAINING A COMPETENT TEACHER: FOR A PEDAGOGICALLY ORIENTED TEACHING, PROMOTING AN AUTHENTIC SUBJECTIVITY
R. Pagano
;A. Schiedi
2020-01-01
Abstract
The issue concerning professionalism of teachers at all levels of education is among the most urgent ones that pedagogy is facing today. Nowadays, the increasingly complex society requires the teacher to have a quality educational/didactic competence able to encourage a well-structured learning and the development of an authentic personalized subjectivityin the students.In this perspective, the analyses made by E. Stein concerning teachers’ training to make them competent in the building of knowledge processes (gnoseology), in disciplinary epistemologies, and the ones concerning the ways to regulate the formulation of judgment (logic),must be considered valuable. Starting from this acquisition, this contribution will meditate on how nowadays a teacher can be pedagogically trained to be competent, both in the disciplinary structure and in identifying the educational aims of the learnt knowledge. As we will see, knowledge, the epistemology of disciplines and the logicof thinking, far from representing only the purpose of teaching, will constitute the means by which the teacher will promote a way of teaching oriented in a phenomenological-hermeneutical sense, as creator and developer of autonomy of judgment and of value-related responsibility.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
