La didattica invisibile: convinzioni, pratiche e professionalità degli insegnanti di scuola secondaria = Invisible Teaching: Beliefs, Practices and Professionalism of Secondary School Teachers

The article investigates the role of implicit and explicit beliefs of secondary school teachers in shaping their professional identity. These beliefs, rooted in personal experiences and training, guide teaching choices, assessment practices, and attitudes toward students and mistakes. They can foster innovation or reinforce rigid routines, creating dissonance between declared intentions and actual practices. Exploring and reflecting on these implicit dimensions is essential to develop a reflective professionalism capable of combining disciplinary rigor, student-centered approaches, and openness to change.