(1366) TEACHER TRAINING PATHS BETWEEN NEUROEDUCATION AND PROFESSIONAL LEARNING COMMUNITY

摘要

This paper starts from the belief that a school capable of feeling and making community is regarded asa privileged context to promote both organizational and relational well-being. Teacher training ispossible in the intersection between the concepts of Neuroeducation and learning community.Moreover, the concept of "school-as-a-community" interacts with that of "peer learning", which isconfigured as a methodology capable of simultaneously promoting the ability of realization of theindividual and of the organization.From a methodological point of view, this work documents a research project carried out with a groupof 69 teachers of the first cycle of education. Moving from the problems and questions arising aroundtheir conception of school as a learning organization and their perception of the teaching relationshipin neuroeducational terms, the project has been articulated into two phases. In the first one, we copedwith the analysis, reflection, problematization and confrontation on the teaching profession, on thedeep significance of the teaching acts and on any possible discrepancy between what is planned andwhat is actually achieved in practice. In the second phase, we tutored and mentored teachers in thestudy of the dynamics of the educational relationship in terms learning strategies, neuro-behaviors andpaying particular attention to those cognitive-somatic markers implemented in teaching/learningpractice.The work highlights those aspects connected to the processes of cooperative learning amongteachers, considered as systematic processes of review and revision of the practices put in place by aprofessional community, as well as some elements of Neuroeducation which are functional to a widerknowledge of the tools and strategies available to teachers for the implementation of their teachingrelationships.