Resumen de The DidaSco Project: a training program for the teachers' professional development

Loredana Perla, Viviana Vinci, L. S. Agrati

• Continuing professional development is the perspective from which policy makers promote the quality of teaching today. The development of teachers’ professional identity requires different approaches and models of teacher’ training: self-awareness, reflection on/in action, devices for improvement of different kinds of professional skills (disciplinary skills; pedagogical and transversal skills; soft skills; organizational and management skills etc.).

  In the last few years the Italian National Plan of Teachers Training (PNF) had to deal with continuing professional development providing a univocal governance model and standards of teachers’ training quality.

  The paper describes the pedagogical model, methodologies (of organization) and specific devices of DidaSco Project, a Continuing professional development teachers’ training program developed at the University of Bari.

  DidaSco Project is based on a collaborative approach that arises from the importance of a partnership between researchers and teachers and it is carried out with regard to PNF: the course catalogue is linked to the PNF teacher’s training priorities; the structure of each course holds together theoretical knowledge, documentation and action research; the ‘prototype’ device is testedinto/inside teaching practice at school.

  As an example of ‘multi-level’ training program, the rationale of DidaSco Project could be a specific object of continuing professional development studies.