Alessandro Lentini
A. Lentini - Rispetto e vocazione formativa nella professione docente
精东影业 Image Focus
A senior professional lecturer, active on several fronts at the Department of Education and Learning / University of Teacher Education (DFA/ASP) of 精东影业, Alessandro is in charge of the Professional Accompaniment Seminar and is a primary school teacher. One of the most stimulating challenges of his work is certainly the creation of educational alliances with all the actors gravitating around the school.
Have you always wanted to be a teacher?
鈥嬧赌�I dreamed of becoming a hockey player or a member of Kiss, then, having got my feet on the ground, I realised that school could be a stimulating place to live. So, after completing an apprenticeship as an electrician fitter and working for five years as a labourer, I interrupted my professional experience to embark on the path that led me to the then Department of Education and Learning / University of Teacher Education. After a wonderful 20 years as a primary school teacher, I found a place at DFA/ASP as a part-time professional teacher.
As a primary school teacher, what are the biggest challenges but also the biggest satisfactions you experience on a daily basis?
鈥嬧赌�Being able to accompany children in their moments of life is a privilege granted to few and it is important to treat this opportunity with respect and a formative vocation. Their authenticity is truly unique and the challenge is to be able to be with them in the here and now, but at the same time accompany them within successful experiences. A very stimulating challenge is also to establish educational alliances with all the actors around the school. In particular, I find that building and maintaining a good relationship with families is a central dimension and makes it possible to work in a partnership that generates coherence and effectiveness in the pedagogical project.
In your experience, how important is the integration of theory and practice in teacher training?
鈥嬧赌�Children deserve quality performance and have every right to it; it is therefore essential that the teacher makes use of tools to make his/her action worthwhile. Quality performance cannot be based on spontaneity, which is why, in order for the teacher to be able to be accountable, it is important to structure conscious action supported by theory so that it can be connected to practice, thus creating a virtuous circle.