Rendere visibile il pensiero nella formazione iniziale degli insegnanti della scuola secondaria. L'intelligenza artificiale come ambiente di mediazione pedagogica per la metacognizione, le emozioni e le competenze trasversali

Abstract

The article aims to explore a distinctive pedagogical perspective within initial teacher education for secondary schools, focusing on the use of artificial intelligence as a mediating environment to support metacognition, reflective practice, and the development of transversal competences. This perspective, although still emerging and embedded in institutional and cultural contexts partly different from traditional models of teacher preparation, allows the identification of strong pedagogical paradigms capable of consistently connecting theory and practice, cognition and emotion, creativity and responsibility, individual professional growth and educational communities.