Voices and Faces of the Teachers at the Scuola del Noi

The column Voices and Faces of the Teachers at the Scuola del Noi continues with the testimony of Barbara Avella, a primary school teacher, a pioneer in the teaching of STEAM subjects, a trainer and a science communicator. Her words clearly highlight the value of a professional community capable of breaking down isolation, fostering peer discussion and reinforcing a vision of schooling based on inclusion, participation and awareness.

Her experience evokes a concept of teaching that goes beyond the mere transmission of content and places relationships, active listening, collaborative work and shared growth at the centre. Even when tackling complex topics such as artificial intelligence, digital literacy and citizenship, the Scuola del Noi thus proves to be a space where teachers can find tools, motivation and new perspectives to guide pupils through the present, with a critical, open and responsible outlook.

What professional or personal need prompted you to join the Scuola del Noi teaching community?

It is very common to feel isolated within one’s own school; it happened to me too, and I felt the need to break out of that professional isolation and exchange ideas with other teachers on innovative educational practices. I was looking for a space for shared growth, where I could reflect on the meaning of my work and find new motivation.

How has being part of the community changed the way you view your role as a teacher?

It has helped me to see the teacher not just as a conveyor of content, but as a facilitator of relationships, experiences and awareness. I have started to place greater value on listening and the co-construction of knowledge.

What, in your view, is the most important objective of the Scuola del Noi?

The main aim is to build a more inclusive, participatory and mindful school, capable of placing the individual and relationships at the centre, alongside subject-specific content.

How does the project help you prepare your students for the present, not just the future?

The project helps me to work on cross-curricular skills such as critical thinking, collaboration and active citizenship, making learning more connected to reality and current challenges.

5Have you changed any teaching practices thanks to the community?

The community has positively reinforced what I was already trying to achieve in the classroom; I have ‘institutionalised’ – if I may use that term – moments of collaborative work and shared reflection in class, giving more space to dialogue and the active participation of students. I have also changed the way I interact with colleagues from other schools; remote interaction makes it possible to plan and work together.

How important is it to be able to share doubts and experiments with other teachers?

It is essential: it helps you feel less alone, tackle certain issues from different perspectives, validate your own ideas and grow professionally through discussion and exchange.

Do you feel better prepared to tackle complex topics such as AI, digital technology and citizenship?

Yes, but in this case, discussion within the community has been complemented by different tools and perspectives arising from outside, alongside a critical approach that makes me more aware when addressing these topics with students.

What sort of school do you want to help build?

An open, inclusive school that cares about people, where every student can feel valued and take the lead in their own learning journey. With teachers at the forefront of the change and the challenges we are called upon to face.

What responsibility do you feel today as a teacher in the age of AI?

I feel a responsibility to guide students towards a conscious and critical use of AI, helping them to develop independent thinking and a sense of ethics.

If the Scuola del Noi didn’t exist, what would be missing from your journey?

I would miss a space for genuine dialogue and shared growth, capable of giving meaning and depth to my day-to-day work.

What would you say to a teacher who thinks they ‘don’t have time’ to join a community?

I think I’d be rather politically incorrect. I’d say that taking part isn’t a waste of time, but a choice of which side of the fence to be on: schools are at the forefront of supporting the country’s healthy development; time spent on discussion and professional development translates into greater effectiveness and satisfaction in the classroom; the alternative is apathy, with all that it entails.