Rafforzare la collaborazione tra i docenti nella scuola secondaria: dai bisogni emergenti nuovi percorsi formativi

Abstract

The Teacher interaction is critical to improving students’ educational experience and teachers’ professionalism. Through a literature review and a questionnaire to 485 secondary school teachers in Varese, the importance of collegiality and professional relational skills is explored. The data collected in this research indicate that many teachers recognize the importance of collaboration and collegiality in school, but do not consider it central to their professional identity. Qualitative-quantitative analysis reveals a marginal role of collegiality in professional perceptions. The research suggests the adoption of collaborative methodologies in initial and in-service teacher education, emphasizing experiential learning and small group work, with the use of communities of practice and Change Laboratory to share knowledge and experiences, increasing professional effectiveness.