Esperienze laboratoriali di studenti universitari di Bologna e Salerno

This article sets out to present the importance of an experiential approach for future teachers at an academic level, suggesting how the adoption of a project work can represent a way for synthetizing the knowledge acquired during their classes, that is not limited to the theoretical part. These activities have been developed and analyzed through a multiple case study, consisting of two experiential laboratories carried out in the Italian universities of Salerno and Bologna, with students respectively enrolled in degree courses of educational and sport studies. According to the hypothesis adopted, this experiential learning would allow future teachers to develop a professional conscientization that is not intended to deny any own subjectivity but rather to put t at the center of problematizing processes that they are going to experience. The workshop activities, managed in small groups as forms of collaborative project work, reported interesting positive feedback by students in terms of motivation, ability to take responsibility, collaboration and so on. The highly encouraging results collected confirm that it seems useful to overcome a traditional teaching and learning model and to innovate, both for improving the quality of an academic provision, and at the same time for aiming at meeting the real needs of school and society for future teachers. In conclusion, future teachers’ training requires a setting where they can practice some experiential activities not only on motor skills, but mainly about interpreting, combining and reconstructing games, in order to meet the need of a great awareness and ability to problematize about the “real world”.