venerdì 21 febbraio 2014


La presentazione dell'intero seminario si conclude con riflessioni sulla figura dell'isegnante visto come Leader.

I testi di approfondimento sono:

Brousseau Guy, Théorie des situations didactiques, La Pensée Sauvage, Grenoble, 1998.
Farr Steven, Teaching As Leadership: The Highly Effective Teacher’s Guide to Closing the Achievement Gap, Jossey-Bass, A Wiley Imprint, San Francisco (CA), 2010.
Moore Renée - Berry Barnett, The Key to Changing the Teaching Profession. The Teachers of 2030, in «Educational Leadership», May 2010, vol. 67, n. 8, pp. 36-40.
Sergiovanni Thomas J., Costruire comunità nella scuola, Las, Torino-Roma 2000, ed. or. Building Community in Schools, 1994.

Scarica il PDF dell'incontro del 21/02/2014 QUI.

2 commenti:

  1. Students always find joy in a teacher who leads them to their desired goals. This type of teacher knows his students and their capabilities, and guides them according to their needs towards the desired outcome. He believes in their ability, if well motivated and having the correct learning environment, to overcome the "obstacles" that confront them in their learning processes, As a leader he does not take away responsibility from his students, rather he makes them accountable for their progress by being the protagonists in the learning environment, while he provides them with the neccesary support according to their needs.

  2. Self-knowledge is a very important factor, when a teacher knows himself well he is able to understand others (students, colleagues and parents) better. Having known his students the teacher-leader guides them to the desired goal. He knows where his students are and he is convinced of where he wants them to arrive. His eagerness for a professional growth earns him immense respect and admiration among his students. Having the sense of commitment, he is focused, responsible, and competent, thus he leads his students by example.