Il rapporto scuola-museo per la costruzione del sapere storico: insegnanti e bambini in ricerca

Abstract

Abstract – This paper illustrates the results of a case study involving a 4th-grade classroom, a tutor teacher, a student trainee and a coordinating tutor in a Teacher Professional Development Research on the topic of the school-museum relationship within the teaching history framework, with a focus on the design of a visit to the Egyptian Museum in Turin. The contribution is centered on the thematic analysis of the interviews with all the participants and the final focus group. The coding process follow an inductive system, inspired by the constructivist Grounded Theory, labelling the text by identifying meaningful units which were then grouped into categories that highlighted the strengths and weaknesses of the pathway. It is highlighted how the Teacher Professional Development Research favoured self-reflection, self-analysis and self-assessment, all necessary to promote professional development in the teachers involved, both trainees and in-service.