Le competenze dell’insegnante penitenziario

What distinguishes a teacher who teaches in jail by another who works not in this context? What stages of the personal journey that influenced the choice of the teaching profession and the choice of teaching or continue teaching within the penitentiary? What are the skills required to penitentiary teacher? They are different or similar to those provided by national and European legislation in force on the school system? Often, talking about education and re-education in the penitentiary field we focus on the role of education in view of the prisoner-learner training. We often forget the role of the teacher who, like the educator, not actively participating in the annual or multi-year education planning. Correctional teachers, by their example, they produce subtle changes in the mindset of their counterparts and are considered as models for these. The path followed in the search drafting allowed to address the role of the teacher of a double parallel track: what personological characterized by the development of identity which is wound into a series of learning by imitation acquired during the different identifiers contexts and the professional in reference to acquisition of skills based on the provisions of the regulations at European and national level. The construction of identity, the ultimate goal of all education follows a certain mental and social location where the other's role becomes essential, at every stage of an individual's life cycle, learning not only knowledge, but also and above all, strategies, know-how; the other facilitates a construction of self expanding the skills and possibilities of action through the intervention of mirror neurons. The imitative learning is that proposed by the good teacher, the teacher of life as enucleated in the first chapter, the teacher accompanying the pupil having a driver's function through the experience and the senses. The teacher, whose first rule is: learn with the eyes. For many of the research faculty, teaching was not a logical consequence of the degree course, but a "fall-back" to the economic needs, for business failures or to family needs. Only a fraction of it was aware of the consequences of their choices and the significance of the work that their went choise. However, it emerges as the penitentiary teachers confirm their readiness to teaching in jail for various reasons related solely to the personal gratification dictated by the relationship with the students; while such motivation does not represent the control group. This shows a good introspective ability and the habit of questioning the sample group. On this basis we work is divided into two parts. In the first part, more theoretical, the issues addressed relate to the history of education in prison, the teacher's skills and learning skills. Specifically, the first chapter analyzes the reality of prison as an educational system with particular attention to legislation that led to the creation of the CTP before and CPIA after. The second chapter focusing on the meaning of the concept of competence highlights aspects in the Italian education system both from a legal point of view and from the point of view of teaching, focusing on prison teacher's qualifications. The third chapter deals with the topic of learning and evolutionary path to the autonomy of a distinguishing individual identification phases, fundamental for the acquisition of skills. The second part, experimental, describes the research carried out with the teachers working at the Prison of Lecce, Borgo San Nicola in order to identify those in personality and professional characteristics useful for a teacher who decided to pursue their own career path "inside the walls" . It is shown, in research, that among the soft skills of a teacher who decides to teach in prison, some aspects of personality should be present such as knowing how to tolerate frustration, to have a good idea of self and knowing how to deal with life in positive way. The teacher as a facilitator of change, which has developed its own identity during their evolutionary process, imitated and is, consciously or not, imitated and became a harbinger of new positive identity. It poses himself as empowering model for detainees who, consciously or not, they absorb the behavioral mode. It becomes, therefore, of paramount importance, in teacher training, gain full knowledge of both the conscious choice of profession and the role you will play is the influence of its identifier path in choosing a profession. This is even more true for prison teachers that although they are "imprisoned" by the rules of the school and prison systems and the consequent frustration at not being able to carry out the teaching plan in the time and manner they had thought, are "free" express their educational role by focusing on the acquisition of the detained student's skills.