Presto, prestissimo, praticamente mai: una riflessione sulla sostenibilità dei tempi della nuova formazione iniziale per l’insegnamento

The paper analyses the adequacy of the new initial training courses for secondary school teachers. In detail, the article highlights how the shorter time span of the course (in the space of fifteen years it has gone from two years to a few months) may compromise the development of methodological, instructional and assessment competencies. Such a compression of time seems to be perceived as problematic by the course participants themselves, many of whom are already working in schools, and represents a missed opportunity in terms of creating a meaningful link between theory and practice, and between university teaching and classroom activities. The paper, in besides emphasising the need for longer and more flexible training courses to develop truly significant skills, highlights the need to monitor and evaluate the effectiveness of the choices made regarding teacher training.