Focus groups per accompagnare gli insegnanti debuttanti nel loro inserimento professionale.

In this article, the focus group for accompanying novice teachers of secondary level is analyzed in terms of pedagogical innovation, according to a psychosocial perspective. The focus group is proposed as a space for dialogue to compensate the lack of confrontation during initial teachers’ training and the absence of formal sustain during their professional insertion. Based on the results of a study we conducted, the focus group seems a useful collective reflection tool for overcoming the initial difficulties in the practice of the profession. The institutionalization of such a mechanism might be proper not only for the professional insertion of new teachers, but also for supporting student trainees during the phase of their appointment. [ABSTRACT FROM AUTHOR]