Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
In the post-digital era, characterised by growing inequalities and widespread social and family vulnerability, teacher training takes on strategic importance in supporting the educational success of every child and in preventing, at an early stage, the impact of disadvantage on children’s development. This paper presents the findings of a participatory action-research-training project carried out within the LEPS P.I.P.P.I. framework, involving approximately 150 teachers and 31 professionals from social, educational and health services in the provinces of Padua and Verona. The analysis focuses on the processes of building interprofessional partnerships between schools and social services as a training mechanism capable of strengthening the role of teachers in identifying situations of vulnerability. The results highlight how co-training and the implementation of partnership practices facilitate the development of shared languages, visions and methodologies, which are useful for promoting more timely, coherent and integrated interventions in support of children and families.
