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  Previous issue (2020. Vol. 7, no. 2)


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Publisher: Moscow State University of Psychology and Education

ISSN (online): 2312-2757


License: CC BY-NC 4.0

Started in 2014

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Teacher training and the relationship between disciplinary competence and teaching skills: a debate still open 1221

Mulè P.
PhD in Psychology, старший научный сотрудник, отдел медицинской психологии, ФГБНУ «Научный центр психического здоровья», Moscow, Russia

Reflect on the theme of the analysis of the formation of the teacher in order to disciplinary skills and the teaching of languages, means necessarily to analyze first the relationship between pedagogy, general didactics and disciplinary teaching in an effort to work out a new initial training and in-service the teacher for the European school and outside Europe that is in the national and international, remains controversial. I do not know the present debate in Russia, so I will consider the issue this within Europe in the light of the guidelines defined by the extensive European legislation which in recent years have been launched.

Keywords: teacher training, relationship, disciplinary competence, teaching skills.

Column: Linguodidactics and Innovations.Psychological Basis of Learning Languages and Cultures.


A Part of Article

In this direction lies the problem of taxonomies, with authors such as Bloom, Guilford, Gagne, who contribute to the patrimony of Italian educational culture in the decade ranging from 1980 to 1990[1]. One of the most significant avenues of research in cognitivism, in fact, passes through the study of learning as a rationalization of the process of learning itself, looking for 'error free' instructional paths. A theory of education, like every scientific theory, tends to the explanation of phenomena and to prediction of effects; it gives rise to action and is a technology that can change educational processes. What becomes really crucial, then, is the development of teaching strategies through which the subject can achieve excellence in study; in other words, the reorganisation of teaching. These same considerations lead scholars of educational theory to reflect on the curriculum itself, concluding that it must be transparent and verifiable, or in other words, predictable and controllable. The first task will, therefore, be to define learning objectives through a kind of inventory of student behavior on a purely mental level. The search for the definition or classification of behavior in the cognitive field, but also to shift the affective and psychomotoric focus from teaching to learning, in order to constitute a transparent educational method, able to support, guide and strengthen the learning process.

[1] Cfr. R. Gagnè, Le condizioni dell’apprendimento, cit.;B.S. Bloom, Caratteristiche umane e apprendimento scolastico, Armando, Roma 1980 (1976);ID., Tassonomia degli obiettivi educativi I: Area cognitiva, Giunti e Lisciani, Teramo 1983 e ID., Tassonomia degli obiettivi educativi II: Area affettiva, Giunti e Lisciani, Teramo 1984;  J. P. Guilford, The Nature of Human Intelligence, New York 1967;

For Reference

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  3. Bloom B.S., Tassonomia degli obiettivi educativi II: Area affettiva, Giunti e Lisciani, Teramo 1984 Guilford J. P., The Nature of Human Intelligence, New York 1967.
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  23. Rigo R., Didattica delle abilità linguistiche. Percorsi di Progettazione e di formazione, Armando, Roma 2005.
  24. Schön D., The Reflexive Practitioner, Basic Books, New York 1983 (trad. it. Il professionista riflessivo: per una nuova epistemologia della pratica professionale, Dedalo, Bari 1993).
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  28. VYGOTSKIJ L., Pensiero e linguaggio, Giunti Barbera, Firenze 1976 (1934).

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