Professionalization of teachers and problematization processes.

The article presents the path and the results of research aimed at the development of innovative teaching approaches in the context of academic courses (University of Turin-Italy) for in-service teachers for their professional training. The problematic focus concerning the identification of strategies to support the renewal of teaching in the direction of greater personalization of interventions, particularly for pupils with specific learning disorders. It is assumed that the training processes are particularly related to the acquisition of skills for analyzing and comparing the professional practices, to design and adjust the action, to reflect on their own and others' practices, starting with the recognition of the problems associated with the management the growing heterogeneity of classes (Paquay, Altet, Charlier & Perrenoud, 2012; Pastré 2007; Le Boterf, 2006, 1994; Damiano 2006; Schön, 1994, ...). The working hypothesis adopted, essentially based on logic 'reconstruction of teaching practices - problematization - analysis and review / redesign' (tested on 123 teachers - 2012-13), on the one hand confirms the value to be paid to reflexivity in professional training processes, on the other hand identifies the problematization processes as a critical juncture, to be investigated by the research on teaching for the training of teachers.