Profili di competenza e trasformazioni sociali. Insegnare e apprendere

The profound changes that now invest our society and its educational contexts require educational research effort to interpret the emerging needs and provide them with appropriate cultural responses. If within this new scenario the instability appears the only certainty, then the analysis of educational processes and situations becomes the central function to "govern" the complexity, building tools and methodologies adapted to new learning needs and teaching. In this perspective, the teaching and learning need to be continually rethought in order to address the educational events through the control of the many variables involved. Students, teachers, researchers and all those who are involved in training now more than ever feel the need to deal with change and the unexpected advancing possible solutions to problems that gradually emerge in the educational activity. And so the forecast is in ricercache in education becomes crucial to develop appropriate strategies for action and appropriate procedures to manage the unexpected. The series wants to help make the common ground of education, teaching and research, whose value in terms of fertility is not the sum of the parts but the relationship between them. But education and research, as a wealth of interpretive paradigms, language, content and forms of knowledge, will help to define the new "practical" teaching and learning provided that they proceed along the path of knowledge, as expressed etymology of the term competence, which recalls the sense of going along to knowledge. This first volume focuses on three key aspects of educational research and represent the common space within which to operate the experimental pedagogy and "science education", ie the concept of "competence", the problem of individualization as a strategy teaching-learning skills, and assessment as a means of regulating and self-regulative learning processes.