Pratiche lavorative e innovazione delle competenze

Which relation exists between institutional formation and continuous learning in daily working? How does a novice become an expert? What renders unique an expert? Which actions can lead to continuous innovation of the professional competences of members of an organization? An answer to such complex questions is provided relying on the founding aspects (theoretical, methodological and empiricists) of the social and situated theories of competence learning, and of cultural and group psychology. This paper offers also an introduction to an empirical plan of support to distributed forms of competences acquisition realized in the Provincial Federation of the Maternal Schools of Trento.