New perspectives for teacher training: peer training through observation-reflection processes/Nuove prospettive per la formazione degli insegnanti: la formazione tra pari attraverso processi di osservazione-riflessione

International literature has long argued that the most effective programs for initial and in-service teacher training are those that involve them in cyclical processes of action and reflection. This involves moving from a delivery-transmission type of training to forms that involve strong interaction between the subjects involved and full immersion in real contexts. At the same time, in order to intervene in everyday contexts, it is necessary to provide teachers with the essential skills to observe, describe, analyze, reflect, and develop controlled intervention plans for problem solving. Teachers today are required to be able to manage a multidimensional process that requires a combination of disciplinary, methodological-didactic, communicative-relational, organizational, reflective, and research skills.