Elements of knowledge integration for teachers training

Abstract

This contribution analyzes the relationship between formal knowledge and practical knowledge in the context of teachers’ initial and in-service training, with particular regard to the Italian context. The analysis is carried out in critical form, starting with some constructs specimens on which has developed the experience of the last 20 years. Reasoning allows to develop some considerations regarding the possibility of promoting in this context forms of virtuous integration between formal knowledge and practical knowledge.