La consapevolezza professionale del docente: resilienza ed autoregolazione.

The research aims to highlight some specific features of a teacher’s knowledge as a form ofmeta-competence both strategic and tactic, referable to knowing how to handle yourself inthe context of training and self-training processes, associated with the development of newskills and/or further development of existing skills and their skilled ability to transfer to newcontexts. The research is inserted within the PRIN project titled “Training Success, inclusionand social cohesion: innovative strategies, ICT and valuation models” (National Scientific Coordinatorof the Research Prof. Gaetano Domenici Program).Through our work we set out toanalyze and measure the professional awareness of a group of 744 teachers working in Sicily(340 teachers in initial training and 404 in-service teachers) from the use of two meta cognitiveself-assessment tools, the questionnaire (ALM Learning Metacognitive Awareness) (La Marca,2014) and the MAI Questionnaire (Metacognitive Awareness Inventory) (Schraw & Dennison,1994) and a self-assessment tool of resilience, the Questionnaire RPQ (resilience ProcessQuestionnaire) validated in Italy by Laudadio et al. (2011). After a brief description of the resultsobtained in the steps that make up the three instruments, they will also examine the resultsof the 8 focus groups with 40 in-service teachers.