The paradigm of the inclusive school is becoming, especially in the European educational research, a fundamental point of reference. In this paper the author analyzes the different didactic models of teacher’s professionalism in the Italian school since the riforma Gentile of 1923 until the contemporary debate concerning the school of the autonomy. In particular, he highlights the importance of the scientific meaning of the teacher’s professionalism which derives from the paradigm of the sciences of education established by John Dewey’s book «The sources of a science of education» of 1929. In the contemporary research it is fundamental, in the school of autonomy, to analyze a teacher’s professionalism based on the last results of educational experimental empirical research. In this perspective the teacher, but also the headmaster, must develop his/her educational action between the governance and didactics in the school of autonomy not only as «an investigator», as Dewey’s theory proposed, but as an expert of a transdisciplinary competence based on the contents of the subject matter, didactics, governance, and some aspects of educational experimental empirical research to improve new possibilities of an inclusive school.

Evidenze, miti e prassi didattiche: il caso dell'insegnamento della lettura nella scuola italiana

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