Insegnare Audiovisivo-Multimediale nelle secondarie di II grado. Il nodo della formazione dei docenti.

The quality of teaching in any subject depends on teachers’ professional training paths and on the rules governing their recruitment. In the case of the Audiovisual– Multimedia subject(s), these conditions have been shaped by an uneven and exceptional” implementation process—indeed, uneven because exceptional. econstructing this trajectory—from the 2010 Gelmini Reform, which reorganized upper-secondary school curricula and created from scratch the Audiovisual–Multimedia track within the Art High Schools without establishing a specific teaching qualification (classe di concorso) for the new subjects, to the recent introduction of disciplinary and pedagogical training pathways for future teachers—constitutes a key step in understanding how the educational “pipeline” of this field has been affected by inefficiencies and distortions that have, in many cases, compromised its quality and therefore its effectiveness. Main focus areas: Presidential Decree of 15 March 2010; creation of new curricula “at zero cost”; new teaching qualification classes (Draft Laws 2016 and 2017); transitional norms and atypical qualification classes; staffing allocations and the discretionary power of regional school offices and principals, as well as the “competition” from the Graphic Design qualification classes; teacher-training pathways and CFU requirements in L-Art/06; overlap between qualification classes A07 and A61; new Audiovisual–Multimedia curricula in technical institutes; limited permanent hiring in Aud–MM and the ongoing decline in student enrollment.