Interdisciplinary perspectives for pedagogical research: from selection to education of new teacher

In Italy, as in any occidental “advanced” country, the theme/problem of the selection and training of teachers is one of the focus of political and pedagogical debate. It is also one of the most popular and interesting “strands” of pedagogical and educational research. The aim of this paper is to reflect on issues and problems related to the selection and the education of future teachers from the perspective of their university training, starting from consideration of legislative and regulatory aspects and providing some analyses moving from, even considering the early stage of data collection, empirical evidence from the admission test. So, the following reflections are to address – although, in summary – legislative aspects, critical analysis, pedagogical perspectives of admission test for primary teacher degree. We are pursuing a research, that will be illustrated in the following pages – at the present time, we warn again, in the initial phase –, which takes place starting to focus on University of Macerata and it is part of at least a five-year survey project, which plans, as its object of study, the selection of future teachers of kindergarten and primary, put in relation to school curriculum, development of university training, access/entrance to/in the teaching profession, with attention to both legislative developments and pedagogical perspectives. The objective is proposing to experience evaluations for college students – and future teachers – in line with the Dublin descriptors and in a clear and stable legal framework. At the same time, we consider it is necessary to study the relevant legislation – and its interpretation and evolution – because university education and training cannot avoid, first of all, the issue of rules of access to the teaching profession. These issues were presented and discussed at an international conference. The positive results of the admission tests and the excellent outcomes of examinations of the first year of graduation course at University of Macerata led to reflect about pedagogical and educational aspects of the teacher-student relationship and university teaching. So, in the last part, the paper draws attention to the need to think/discuss – in pedagogical perspective – about the failure in studies, to avoid problems during the studies and provide adequate guidance and tutoring.