Teacher education, skills, professional habitus. some emblematic questions

Abstract

The reflection on competence in the professional field shifts the axis from the knowledge and skills to the interaction that each has with a specific work context and with the activities connected to it. Among the different places of operation and professional cultures, the school system has gradually acquired the skills approach as an instrument of cognitive democracy and a response to a renewed need for training. Skills report the field of professional action to responsibility and sharing, towards the establishment of unprecedented professional assets between knowledge and knowledge of the practice.