摘要：The teachers’ contemporary experience has been object of several studies and theoretical formulations. This paper proposes a reflection on the prominent role that studies on media education have had historically in redefining the competencies of the teacher. Through the comparison of three didactical models we wish to bring out an evolutionary trajectory of the concept of competence in the last thirty years. Although there are significant undergoing changes in relation to the contexts, the path shows that the main characteristics concern personal and professional skills. The contextual nature of the experience is expressed in flexibility and adaptability, that are functional to the formative success. The contemporary conversion of scholastic working contexts in a more and more technological and digital augmented environment has enriched the professionalism of the teacher. In order to work effectively with programmable learning objects, an increasing competence in instructional design and curriculum planning that affect the whole learning processes is needed. Context and practice are indicators of new teaching skills, which become an element of support for academic success. In this perspective, teaching today, more than ever, is affected by the kind of mediation that is individually operated among subject knowledge, teaching strategies, and instrumental innovation.
其他摘要：The teachers’ contemporary experience has been object of several studies and theoretical formulations. This paper proposes a reflection on the prominent role that studies on media education have had historically in redefining the competencies of the teacher. Through the comparison of three didactical models we wish to bring out an evolutionary trajectory of the concept of competence in the last thirty years. Although there are significant undergoing changes in relation to the contexts, the path shows that the main characteristics concern personal and professional skills. The contextual nature of the experience is expressed in flexibility and adaptability, that are functional to the formative success. The contemporary conversion of scholastic working contexts in a more and more technological and digital augmented environment has enriched the professionalism of the teacher. In order to work effectively with programmable learning objects, an increasing competence in instructional design and curriculum planning that affect the whole learning processes is needed. Context and practice are indicators of new teaching skills, which become an element of support for academic success. In this perspective, teaching today, more than ever, is affected by the kind of mediation that is individually operated among subject knowledge, teaching strategies, and instrumental innovation.
