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Nella scuola primaria italiana non è ancora presente un docente di scienze motorie e sportive tra gli altri docenti curricolari. Per tal motivo, i docenti di ruolo sono aiutati da alcuni tutor sportivi per sviluppare le proprie competenze in ambito motorio e sportivo. L’esperienza di tutoring del progetto CONI-MIUR “Sport di classe” può essere considerata come un valido esempio di formazione continua dei docenti o le criticità emerse dal progetto rappresentano un valido spunto per proporre scenari futuri alternativi a quelli attuali? Lo scopo dell’articolo è quello di riflettere sul ruolo assunto dal tutoring all’interno del progetto “Sport di classe”, evidenziandone le criticità più diffuse, in modo da proporre prospettive di sviluppo alternative che diano un adeguato spazio alle scienze motorie e sportive all’interno della scuola primaria italiana. Abstract: In Italian Primary School, there is no physical education teacher among the other schoolteachers. For this reason, the curricular teachers are helped from some sports tutor to develop their competences in sport and physical education. Is the experience of tutoring of CONI-MIUR “Sport di classe” project a valid example of continuing teachers training, or the criticalities shown by the project represent a good chance to propose some developmental perspective? The aim of this paper is to reflect about the role of tutoring in “Sport di classe” project, in order to propose possible perspectives that give the adequate space to sport and physical activity in Italian Primary School. Parole chiave: tutoraggio, scuola primaria, sport di classe, pedagogia, didattica Keywords: tutoring, primary school, sport di classe, pedagogy, didactics &nbsp

The Presidents of the Italian Undergraduate Curricula in Medicine have faced the problem of remediation in a workshop held in Udine on the 22nd September 2017. Presidents have been subdivided into small groups, have been given detailed data about a hypothetic undergraduate curriculum and have been asked to devise remediation strategies adequate to the case study proposed. Data included general information about the School of Medicine, its structure and scientific excellences, and amount and composition of teaching staff. Information has been given also on the region where the School is placed, its population and social-economical parameters, and on the number and origin of medical students. Entity of students’ graduation delay has been detailed. Undergraduate curriculum has been illustrated giving detailed information about the examinations: their number, weight in credits, deployment through the curriculum, and number of students passing them in due time, with minimum, maximum and average score. Rules for students entry blocks for the following year and information about the consistency of tutoringcounselling services and of teachers continuous education strategies have been finally given. The Presidents of Undergraduate Curricula in Medicine have reached the conclusions that they should obtain the necessary detailed information about entity and causes of their students’ graduation delay. Remediation strategies should include active and peer-to-peer tutoring and forms of flexibility in assessment design and curriculum re-modelling.

Una delle principali difficoltà che il docente neo-assunto deve affrontare è l’impatto con la Scuola reale, che può essere meglio governato grazie al rafforzamento di opportune esperienze di tirocinio/tutoraggio, da proporre nell’ambito dei percorsi di formazione iniziale alla docenza secondaria. Solida padronanza delle competenze digitali e metodologico-didattiche, disponibilità alla collaborazione e all’interdisciplinarità, attitudine a governare situazioni complesse, sembrano indubbiamente aspetti essenziali per docenti chiamati ad operare con adeguata professionalità nella Scuola., One of the main difficulties the newly hired teacher must face is the impact with the real school environment. This may be better controlled through the strengthening of appropriate teacher training. Adequate digital competence and teaching methodologies, cooperation and interdisciplinarity, as well as ability to handle stressful situations, seem to be crucial requirements for school teachers’ professional preparation.

“Imparare facendo” potrebbe essere il motto che ogni docente tirocinante dovrebbe utilizzare quando entra in una scuola che l’accoglie. Nel contempo ogni Dirigente dovrebbe considerare come “risorsa” giovane, creativa e volenterosa colui/colei che entra per la prima volta in un contesto scolastico. Donare la propria esperienza a chi inizia il percorso di avvicinamento all’insegnamento è il modo migliore per trasmettere memoria e costruire una scuola innovativa che mai dimentichi i veri valori e gli insegnamenti fondamentali dell’istruzione., "Learning by doing" could be the catch phrase that every apprentice teacher should use when she/he enters a school. At the same time, every Principal should consider who enters the school environment for the first time as a young, creative and willing resource. Offering our own experience to someone who is starting her/his teaching experience is the best way to hand down acquired professional experience and build up an innovative school that never forgets the true values and the essential teachings of education.