The Teachers' training approach : learning from experience, experiencing to learn

This article aims to introduce the envisioned strategy lying behind the teachers' training programme implemented within PERMIT project. The project considered, from the beginning, the teachers' education as a crucial component of an educational dispositive (in the sense of U. Margiotta's conception of dispositive as social mechanisms enacting a human group doing, thinking, acting) aimed to generate innovation regarding the project's topic (intercultural education for civil society dialogue). Intercultural competences to manage complex learning processes in the complex scenario of three diverse realities dialoguing into PERMIT project was to be a concrete goal of training. But at the same time, such a dispositive for teachers' education would support reflection about the process of formation of teachers' professional identity for the new hybrid and fluid learning space; the concept of formal training with too structured activities needed to be revisited on the light of a new strategy of in service training. In fact, the strategy focused on supporting contact with peers in the local reality and across frontiers; the use of online learning tools; coaching to further experimentation in class and the creative process of learning design undertaken by teachers in sistematizing the many resources and ideas coming out from their work in class ("Pedagogy of learning unit"). In the end, the recognition of non-formal and informal learning would lead to the accreditation of learning by the University Ca' Foscari of Venice