Work-Related Learning as a Didactic Methodology for Teacher Education

Training teachers who are able not only to think and act, and vice-versa, but also to judge and redesign their own acts is increasingly crucial in front of new challenges we are facing in the global context: for these reasons, it appears reasonable to configure the period of initial teacher education around the apprenticeship paradigm, structurally grounded on work-based learning. Only in this way it could overcome the separative paradigm that puts first the theory and reflection and then, in a second – separated – moment, the practice and action, thus promoting circular recomposition between theory and practice, without reducing apprenticeship to a mere “traineeship”.