formazione & insegnamento 1/2 2008

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formazione insegnamento

Rivista quadrimestrale di ricerca, documentazione e critica Organo Ufficiale della SSIS del Veneto

the future of learning and teaching a cura di Roberto Fini

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formazione insegnamento

Rivista quadrimestrale di ricerca, documentazione e critica Organo Ufficiale della SSIS del Veneto Anno VI • Numero 1/2 • 2008

Direttore Responsabile

Carmelo Majorana Comitato Scientifico

J. Bruner, M. Altet, J.M. Barbier, G. Lopez Eire, G. Castillo, M. Di Cintio M. Fabre, G. Petter, N. Gridellini Tomasini, M. Vicentini, P. Guidoni, G. Porcelli Comitato Editoriale

F. Bertan, E. Berti, G. Calvelli,A. M. Costantini, A. Guarnieri, E. Guidorizzi, F. Larocca, C. Majorana, F. Marcolungo, U. Margiotta, G. Michelon F. Tessaro, R. Semeraro, L. Passuello, C.M. Coonan, P. Dongili Redazione

Caporedattore: E. Bastianon Redattori: L. Bertola, G. Fullin†, F. Minosso, A. Piva, R. Rigo, L. Passador Segreteria di redazione

J. Bovo Comitato dei referee

La Rivista “Formazione e Insegnamento” sottopone ogni saggio ricevuto alla valutazione di alcuni referee, che ignorano il nome dell’autore del testo.

Il loro lavoro è fondamentale per assicurare la qualità e il rigore scientifico dei saggi pubblicati nella Rivista.

Si ringrazia John Polesel per la preziosa collaborazione alla realizzazione di questo numero della rivista “Formazione&Insegnamento”.

Impostazione Copertina

G. Federle, E. Nardin Progetto Grafico

D. De Blasi per Pensa MultiMedia s.r.l.

Autorizzazione del Tribunale di Venezia N° 1439 del 11-02-2003

Editore

Pensa MultiMedia s.r.l.

73100 Lecce - Via Arturo Maria Caprioli, 8 tel. 0832/230435 - fax 0832/230896 www.pensamultimedia.it • info@pensamultimedia.it

Organo Ufficiale della SSIS del Veneto • Numero 1/2 – 2008

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Editorial - CARMELO MAJORANA

Part one: educational systems 9 23 43 69 99 137 163 195 219

Italy - ROBERTO FINI Australia - JOHN POLESEL Poland - EWA KURANTOWICZ, PIOTR MIKIEWICZ, ADRIANNA NIZINSKA Germany - JUTTA REICH, DORIS EDELMANN, RUDOLF TIPPELT Spain - RAFAEL MERINO, MARIBEL GARCIA Norway - HARVARD HELLAND, BERIT LODDING, EIFRED MARKUSSEN, NINA SANDBERG, PETTER AASEN Brazil - ROSEMARY DORE, ANA LÜSCHER Iceland - KRISTJANA STELLA BLÖNDAL, JÓN TORFI JÓNASSON Swiss - ELISABETTA PAGNOSSIN

Part two: open questions 241

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ALAIN LEGARDEZ, DORIS VALENTE L’enseignement de “questions socialement vives”: un état provisoire de la question en France et un exemple de pratique réflexive dans la formation initiale des enseignants en Italie YENNY AGUILERA, CARMEN MARIA CIPRIANI PANDINI, GUSTAVO DANIEL CONSTANTINO, JULIANA ELISA RAFFAGHELLI Proyecto Alfa-Miforcal: itinerarios para pensar la internacionalización de profesorado a través de la cooperación educativa CARMEN MARIA CIPRIANI PANDINI, FLAVIA LUMI MATUZAWA, UMBERTO MARGIOTTA, JULIANA ELISA RAFFAGHELLI, PEDRO TEIXEIRA, VALENTINA ZANGRANDO Formação de Tutor on-line (TOL): implantação e desenvolvimento de curso on-line para formação de tutores de países da União Européia e América Latina MASSIMILIANO COSTA Economics of Education: a new research perspective

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formazione & insegnamento

Carlemo Majorana

The present issue of “Formazione e Insegnamento� marks a meaningful turning point in the life of this journal since, for the first time, it is totally dedicated to the analysis of a number of educational systems of several countries around the world and to the discussion of some open questions.

Nowadays it is particularly relevant to compare different educational systems on issues such as school failure, percentage of children dropping out at a certain critical age, school leaving age and percentage of educated people, and the specific characteristics of each scholastic system, to verify the convergence or the divergence of those systems.

A large group of researchers, many of whom are authors of the following articles, have been working for some time on these and other aspects.

To investigate the nature of this convergence, as well as those best practices which can serve as a guide in the reform of failing systems, in an increasingly global context, is a challenge for this journal Each country produces competences in increasingly distinctive ways. In this respect, international research projects such as OECD PISA reveal two distinct but converging aspects: a) specific competences are very different from one country to another, suggesting that these depend on the specific characteristics of each education system; b) the countries with the best results for those competences studied, also turn out to have the best performance in terms of growth rate and perhaps quality of life.

The role played by education systems in producing competences is not a static feature without general effects; it changes, as it has to change, to adapt to increasingly complex contexts and its suitability (or lack of suitability) to such contexts produces a general effect on the social system.

It is particularly significant that this issue comes out at a moment in which the role of the SSIS has been called into question and their future is in the balance. The initial and in-service training of teachers is not our focus here, but the editorial committee are working on the topic from a comparative international standpoint for a future issue. Nonetheless it

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seems to us that the reflections which appear in this issue all point in the same direction: secondary schools represent a crucial moment in the education process and their quality is directly linked to the training and professionalism of their teachers. To return to old practices does not seem to us to be the right road to go down‌.

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