tacitly pedagogical value of the break in school time

Abstract

This paper focuses on the question of tacit knowledge that underlies the planning and educational activity of teachers by proposing the results of a research and training work carried out on the theme of the school break and informal moments. The research work, carried out with the training and research practice of Clinica della formazione, allowed the teachers of the different school orders of the Institute to reflect on the management of the break and the informal moments of the experience recognizing and unearthing beliefs, convictions, strategies underlying the management of these moments but until then never explicitly made or made the object of shared thought and reflection.