The Pedagogical Problematicism in teacher training. The planning of authentic tasks to “construct existence”

Rosaria Capobianco

doi:10.6092/issn.1970-2221/14167

Authors

Rosaria Capobianco Università di Napoli Federico II

Rosaria Capobianco, Ph.D in Psychological and Pedagogical Sciences, specialization in Education Pedagogy, at the Department of Humanities, University of Naples “Federico II”, is currently a research fellow in General and Social Pedagogy and adjunct professor of Didactics and Special Pedagogy at the School of Medicine and Surgery of the University of Naples “Federico II. She has been involved in the training of teachers for years, as an expert pedagogist in the training courses organized by the Ministry of Education. Her research interests concern training models, global citizenship education and narrative pedagogy. She is the author of books, articles and essays in various scientific journals. Among her latest publications: Capobianco, R. (2022). Educating on merit to promote the ethics of responsibility in the school of skills. Studi sulla Formazione; Capobianco, R. (2022). Educating to critical thinking through the cross-curricular teaching of civic education. Italian Journal of Health Education, Sports and Inclusive Didactics.

DOI:

https://doi.org/10.6092/issn.1970-2221/14167

Keywords:

Didactic Problematicism, problematicity, existential planning, authentic task, teacher training

Abstract

Starting from the problematicity that reveals itself in indeterminacy, in contradiction, in ambiguity, in instability, in incongruity, in complexity, in openness to various possibilities, and which is never reducible to a simple system or to a complex structure, the essay analyses the thought of Giovanni Maria Bertin in the light of the passage from Pedagogical Problematicism to Didactic Problematicism. A step that requires training, the training of teachers who, teaching authentic tasks, have to deal with the design of problematicity. Illustrating the fundamental elements of Pedagogical Problematicism, the essay presents a useful format for all teachers who prepare authentic tasks for their students.

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The Pedagogical Problematicism in teacher training. The planning of authentic tasks to “construct existence”

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