The Teaching Learning Process is a complex process that can be studied from different points of view; In this article we will focus on the articulation of its technological and administrative dimension, which results in a divide between the design (planning) of execution (regulation and monitoring) and its control (evaluation and feedback). As an aspect linked to the subject, the problem of teacher training at the pre-middle, middle school and university levels must respond to a professional profile with an emphasis on the psychopedagogical aspect.
In its first part, the article focuses on an experiential approach resulting from an internship (1975) in Rome on the “Social Management of the School”, which coincided with the moment in which Italy was immersed in the process of reforms in the Educational System, as well as from the perspective of the experience of my years in teaching in secondary education (13 years), in higher education (38 years), in university curricular management (12 years) and the maturity of the experience, we have tried to relate and integrate the topics of the teaching-learning process in the classroom; trying to promote the debate to seek adjustments to our reality.
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