‘Teaching to teach’. The role of the training courses for innovative didactics in the Italian mega-universities

In the last decades, the changes in learning processes, innovative teaching models and organizational models have been transforming the academic profession. Particularly, they have been redefining their activities, roles, and practices. Consequently, today a mix of skills and attitudes, previously belong-ing to different professional and functional figures, characterize the university professor This essay presents an analysis of teacher training courses that aim at preparing professors for the use of innovative didactics methods and tools. Moreover, it discusses the point of view of the actors involved in these courses and projects: we present some results of ongoing research, based on interviews with Deputy Chancellors for Education and figures responsible for innovative teaching projects, and a questionnaire aimed at professors involved in innovative didactics projects. The strengths of the courses analyzed include the opportunity to promote discussion, exchange, and greater collegiality between the teachers. On the contrary, the lacking recognition of didactics activities in academic career progression is a critical issue. Recognizing teaching activities or rewarding participation in training projects represent best practices in the Universities’ policies. Moreover, the innovation doesn’t coincide with the simple use of technologies: technical issues are included in the formative programs of these projects, but they are less important than other topics. It is crucial the redefinition of methods. Innovative didactics is part of a process of transformation of teaching practices. It could be the opportunity to integrate external stimuli and experiences that go well beyond the traditional concepts typical of transmissive education.