Professionalization of teachers and problematization processes

Abstract

The article presents the research aimed at the development of innovative teaching approaches in the context of academic courses for in-service teachers. The problematic focus concerning the identification of strategies to support the renewal of teaching in the direction of greater personalization of interventions. It is assumed that the training processes are particularly related to the acquisition of skills for analyzing and comparing the professional practices, to design and adjust the action, to reflect on their own and others' practices, starting with the recognition of the problems associated with the management the growing heterogeneity of classes. The working hypothesis adopted confirms the value to be paid to reflexivity in professional training processes.