Le figure invisibili

This book examines the often-overlooked contribution of technical-administrative staff involved in the organisation of teacher education programmes. Moving beyond a merely procedural understanding of administrative work, it frames these “invisible figures” as professionals whose actions directly affect the quality, accessibility and sustainability of training pathways. The volume adopts a pedagogical and organisational perspective, analysing the relationship between professional well-being, lifelong guidance, transversal competences, metacognition and artificial intelligence. Communication, collaboration, creativity and critical thinking are explored as situated competences that emerge in the management of complex regulations, institutional relationships and unexpected problems. Metacognition is presented as a second-level competence that enables professionals to plan, monitor and evaluate their actions, transforming everyday work experience into learning. Artificial intelligence is discussed not as a substitute for human judgement, but as a tool that may support or weaken professional practice depending on the criteria guiding its use. Through a case study developed within the Centre for Teacher Education of the University of Palermo, the book illustrates narrative, decision-based and reflective training devices aimed at strengthening professional awareness and agency. The volume argues that making these professional figures visible is not only a matter of recognition, but a structural condition for improving teacher education organisations.