Le teorie implicite degli insegnanti in riferimento al contesto formativo sano : un confronto tra prospettive interdisciplinari

This paper addresses - with the methodology of Grounded Theory - the perception that teachers have of an effective environment and of their possibilities to modify it. The study is part of the European trend to enable training programs for pre-service and in-service teachers. From the survey, teachers attribute to the environment a decisive role in influencing the student's successful training, but only in a particular situation and condition. This creates an interpretative ambiguity on the real role of the environment. The lack of awareness can have significant repercussions in the field of education such as building for students potentially unhealthy environments. [Publisher's text]